Showing papers on "Cooperative education published in 1990"
TL;DR: The combination of teacher- and student-led processing resulted in greater problem-solving success and achievement in the cooperative conditions.
Abstract: Group processing was examined as a variable mediating the relationship between cooperative learning and achievement. Group processing may be defined as a review of a group session to describe the member actions that were helpful and unhelpful and to decide what actions to continue or change. Four conditions were included in the study: cooperative learning with no processing, cooperative learning with teacher-led processing (the teacher specified what cooperative skills to use, observed, and gave whole-class feedback about how well students were using the skills), cooperative learning with teacher- and student-led processing (the teacher specified what cooperative skills to use, observed, gave whole-class feedback about how well students were using the skills, and had groups discuss how well they interacted as a group), and individual learning. Forty-eight high-ability Black American high-school seniors and entering college freshmen at Xavier University were given a complex computer-assisted problem-solving assignment. Students in the three cooperative conditions performed better than those in the individual condition. The combination of teacher- and student-led processing resulted in greater problem-solving success and achievement in the cooperative conditions.
242 citations
Journal Article•
54 citations
42 citations
TL;DR: In this paper, success in Introductory Statistics with Small Groups with Small Group Learning is discussed in the context of introductory statistics with small groups, and the authors propose a method for training a small group of students.
Abstract: (1990). Success in Introductory Statistics with Small Groups. College Teaching: Vol. 38, No. 1, pp. 26-28.
36 citations
Book•
31 Dec 1990
TL;DR: This book explores issues, and proposes a practical solution to the successful management of work experience, which forms the basis of a system for managing, monitoring and assessing work placements.
Abstract: Placements are central to BTEC courses, sandwich degrees, and the education of nurses, social workers and teachers. But it is an open question whether the placement is as valuable an educational experience as it ought to be - the management of placements so as to give maximum educational benefit to the learner depends on students having the opportunity to reflect on the situation and to develop learning opportunities themslelves. The roles of the student, workplace supervisor and college tutor are critical in making placements worthwhile. And assessment must be properly related to the special kinds of learning which placements engender. This book explores these issues, and proposes a practical solution to the successful management of work experience. Full documentation is provided which forms the basis of a system for managing, monitoring and assessing work placements.
33 citations
Journal Article•
23 citations
01 Jan 1990
16 citations
Journal Article•
14 citations
Journal Article•
13 citations
TL;DR: In this article, a general method of designing and evaluating internship/cooperative education programs so that they accomplish the university objectives of academic progress and the creation of possitive community relations while also allowing the student to grow in "marketability" and skills is discussed.
Abstract: One way to market a university and its "products" to the community and business environment in which it operates is to maintain a strong internship/cooperative education program. This paper discusses a general method of designing and evaluating internship/cooperative education programs so thay they accomplish the university objectives of academic progress and the creation of possitive community relations while also allowing the student to grow in "marketability" and skills. The principles discussed here have wide application to a variety of disciplines.
10 citations
01 Jan 1990
TL;DR: Gentry et al. as discussed by the authors conducted an ex post facto retrospective survey among 460 former cooperative education students from Quinsigamond Community College in Worcester, Massachusetts and found that a majority of the participants assessed the professional development and personal growth benefits of the program positively.
Abstract: PERCEIVED BENEFITS OF A COMMUNITY COLLEGE COOPERATIVE EDUCATION PROGRAM DIANE ROSS GARY, B.A., CENTRAL CONNECTICUT STATE UNIVERSITY M.A. , CENTRAL CONNECTICUT STATE UNIVERSITY Ed.D., UNIVERSITY OF MASSACHUSETTS Directed by: Professor Atron Gentry Cooperative education has been in existence for approximately eighty three years as a tool to supplement classroom instruction with practical work experience. Some reports suggest that the combination of classroom learning and on-the-job training provides substantial benefits to cooperative education students. Despite these findings, cooperative education has not achieved the recognition that it probably deserves. This may be due to a number of reasons including: (1) lack of adequate promotion, (2) lack of adequate funding, and (3) lack of understanding of the program itself. A major contributing factor to these three limitations, is the failure of cooperative educators to sufficiently document the benefit of cooperative education programs. In fact, the reports attended to above have recognized the need for greater documentation of program benefits. The present study was undertaken to provide some empirical data regarding the perceived benefits of a community college cooperative education program. In conducting the study the researcher hoped to contribute to vi the existing data base on the benefit of cooperative education by examining the professional development and personal growth effects of a cooperative education program. The study was an ex post facto retrospective survey conducted among 460 former cooperative education students from Quinsigamond Community College in Worcester, Massachusetts. A survey instrument called the Cooperative Education Assessment Survey (CEAS) was developed specifically for the study. The results indicated that a majority of the participants assessed the professional development and personal growth benefits of the program positively. No gender differences were observed. However, significant race, age, employment status and enrollment status differences were found.
Journal Article•
TL;DR: This article examined the nature of strategic planning practices and their performance effects in 285 cooperative education programs in U.S. institutions of higher education and found that involvement in strategic planning was associated with positive performance outcomes on some criteria but not others.
Abstract: This study examined the nature of strategic planning practices and their performance effects in 285 cooperative education programs in U.S. institutions of higher education. Consistent with the results of previous research in for-profit firms, involvement in strategic planning was associated with positive performance outcomes on some criteria but not others. Additionally, an examination of performance effects using Porter's (1980) typology indicated that different strategies were associated with different program outcomes.
TL;DR: In this article, the purpose of the study was to determine the professional ethical orientation of undergraduate civil engineering students in a cooperative education program using a sample of 190 civil engineering undergraduate students at North Eastern University.
Abstract: The purpose of this study was to determine the professional ethical orientation of undergraduate civil engineering students in a cooperative education program Using a sample of 190 civil engineering undergraduate students at North‐eastern University, three research questions were investigated: (1) What ethical orientations do civil engineering students demonstrate when making professional ethical decisions?; (2) does the professional ethical orientation of the student change as he or she progresses through a civil engineering curriculum?; and (3) do students express the same professional ethical orientation for each of three core ethical concepts? Data were collected using a mailed questionnaire consisting of 12 hypothetical ethical situations that a civil engineering student might experience on co‐op There are four questions for each of the three core ethical concept areas of the engineering code of ethics: (1) Public interest; (2) qualities of truth, honesty, and fairness; and (3) professional perform
TL;DR: The strategy was to tap a few students from that evaporating pool by hiring student nurses on a part-time basis in their senior year, giving them academic guidance throughout their clinical experience, and allowing them an opportunity to view the working role of the critical care nurse.
Abstract: In the effort to solve the problem of our own nursing shortage, we concluded that an innovative and creative method must be sought to satisfy both short-term and long-term staffing needs. Statistics pointed to the dwindling enrollment figures in nursing programs, the lack of interest in a nursing career among high school students, and the generally declining number of college-age students. Our strategy was to tap a few students from that evaporating pool by hiring student nurses on a part-time basis in their senior year, giving them academic guidance throughout their clinical experience, and allowing them an opportunity to view the working role of the critical care nurse.
Journal Article•
01 Jan 1990
TL;DR: In this paper, the authors discuss the problems relating to dropout, and suggest a number of approaches to teaching young people how to learn to learn from failure, including expanding the community as a focus of study, redesigning courses or curricula to include entrepreneurship education, creating opportunities for monitored work experiences, including cooperative education, internships, apprenticeships, pre-employment training and youth-operate0 enterprises, designing community and neighborhood service opportunities that include individual voluntary efforts and youthguided service programs; redirecting vocational education to offer students hands-on methodology for jobs of the future
Abstract: South Dakota's graduation rate in 1986-87 was above the national average: 79.7% compared to 71.1%. The dropout rate for 1990 was 4.3%. Of 180 districts, 25 with large numbers of Native Americans have a dropout rate of over 7%. Increasing the rates of graduation for native American students will require a comprehensive, long-range program. Schools need to break down the barriers between school and real life by using the model of adult learning: working cooperatively on complex tasks of significant duration; and bringing to every problem all intellectual resources. This paper discusses the problems relating to dropouts, and suggests a number of approaches to teaching young people how to lsarn: (1) expanding the community as a focus of study; (2) redesigning courses or curricula to include entrepreneurship education, so students learn tc create as well as to get jobs; (3) creating opportunities for monitored work experiences, including cooperative education, internships, apprenticeships, pre-employment training and youth-operate0 enterprises; (4) designing community and neighborhood service opportunities that include individual voluntary efforts and youth-guided service programs; (5) redirecting vocational education to offer students hands-on methodology for jobs of the future; (6) providing incentives such as grarantees of postsecondary and continuing education, employment, and training; (7) offering career information and counseling, exposing young people to job opportunities and career options; (8) showing more flexibility on district and state levels in allowing young people over the age of 18 to return to high school; and (9) encouraging closer cooperation between high schools and post-secondary institutions including dual enrollment. (ALL) Reproductions supplied by EDRS are the best that can be made from the original document. DROPPING OUT: WHY DO SOUTH DAKOTA STUDENTS JUST SAY NO TO SCHOOL AND WHAT CAN WE DO ABOUT IT?
Journal Article•
01 May 1990
TL;DR: YLB et al. as discussed by the authors investigated the impact of cooperative education on the amount of starting salary attained by participating graduates when compared to nonparticipating graduates and found a significant relationship between cooperative education participation and higher than average starting salaries.
Abstract: A study investigated the impact of cooperative education on the amount of starting salary attained by participating graduates when compared to nonparticipating graduates. A literature review focused on the history of cooperative education, program designs, and general student benefits. Career Planning and Placement Center survey results for the graduating classes of 1987-88 and 1988-89 from a large, Midwest university were used to determine the starting salary of its graduates (n=774). Cooperative education placement records were used to identify and isolate the experimental group of co-op graduates (n=152) from the control group of nonparticipating graduates (n=622). Applied instruments were a one-way test for homogeneity of variance, a mean salary computation by year, and a T-test. Results revealed a significant relationship between cooperative education participation and higher than average starting salaries. The experimental group acquired significantly higher starting salaries than the control group. (Contains 37 references.) (Author/YLB) *********************************************************************** ReprhhucLions suppilea try Limb are the best that can be made w * from the original document. * *********************************************************************** A COMPARISON OF THE STARTING PAY OF COOPERATIVE EDUCATION GRADUATES WITH THAT OF NON-COOPERATIVE EDUCATION GRADUATES A Capstone Seminar Paper Presented to Drury College in Partial Fulfillment of the Requirements for the Degree of Master of Education
TL;DR: In this paper, the authors describe the integration of vocational training and studies in a german polytechnic, and present the Vocational Aspect of Education: Vol. 42, No. 112, pp. 61-68.
Abstract: (1990). Integrating vocational training and studies in a german polytechnic. The Vocational Aspect of Education: Vol. 42, No. 112, pp. 61-68.
TL;DR: In this article, the case is presented that African-American managers, as well as managers from other minority groups, face a significantly different organizational context than that faced by Anglo managers and that in order to be successful these minority managers must develop superior interpersonal and intercultural communication skills.
01 Jan 1990
TL;DR: The unpretentious metaphor "The Country's Future Is in School" became commonplace long ago as discussed by the authors, and the metaphor has been used for many things in life, e.g.
Abstract: The unpretentious metaphor "The Country's Future Is in School" became commonplace long ago.
01 Jan 1990