Strategy and performance in cooperative education programs

1990 ◽  
Vol 31 (3) ◽  
pp. 257-270 ◽  
Author(s):  
Paul F. Buller ◽  
William A. Stull
Keyword(s):  
Cooperative Education ◽  
Education Programs ◽  
And Performance

scholarly journals Factors Associated with Student Participation in Cooperative Education Programs (Co-Ops)

2015 ◽  
Author(s):  
Joyce Main ◽  
Matthew Ohland ◽  
Nichole Ramirez ◽  
Trina Fletcher ◽  
Jake Davis
Keyword(s):  
Cooperative Education ◽  
Student Participation ◽  
Education Programs ◽  
Factors Associated

Reconnecting Dance and Physical Education through Dance Science

2022 ◽  
Vol 79 (1) ◽  
Author(s):  
Melonie B. Murray ◽  
Steven Ross Murray
Keyword(s):  
Physical Education ◽  
International Association ◽  
Academic Discipline ◽  
Fine Arts ◽  
Education Programs ◽  
Academic Field ◽  
Dance Training ◽  
And Performance ◽  
The 1960S ◽  
Performance Projects

This article traces the development of dance as an academic discipline from its infancy in physical education programs to its present state, noting the significance of the burgeoning field of dance science and how it is a catalyst for the reconnecting of dance to physical education. The academic discipline of dance originated in the early 20th century in American academe, particularly in women’s physical education programs. By the 1920s, dance emerged as a discrete discipline with Margaret H’Doubler’s founding of the first baccalaureate degree in dance at the University of Wisconsin. By the 1960s, the academic discipline of dance had shifted from its original mission of movement education for everyone to focus more on professional dance training for highly skilled performers. This philosophical shift saw many dance programs move from homes in physical education to the fine arts. During this time, dance also saw an increasing disciplinary emphasis on choreographic and performance projects, a trend still evident today. Dance science began to develop as an academic field in the early 1980s, and shortly after publications and conferences in the area were born. The professional association the International Association for Dance Medicine and Science was founded in 1990. With dance science’s emergence, dance and physical education began to realign, albeit often in departments of kinesiology. Today, with the development of dance science as a burgeoning field, dance and kinesiology are coming full circle, rejoining through their historical roots.

Setting up Internships in Technical Writing

1983 ◽  
Vol 13 (1) ◽  
pp. 7-27 ◽  
Author(s):  
Esther M. Gloe
Keyword(s):  
Technical Writing ◽  
Cooperative Education ◽  
Education Programs ◽  
Academic Credit ◽  
Different Types ◽  
Common Problems ◽  
Types Of Jobs ◽  
Internship Programs

Only recently has anything been written about internships in technical writing; however, teachers interested in setting up internship programs can learn from papers written on the experience of teachers of journalism and from cooperative education programs. Internship programs vary widely–some offer academic credit, some do not. Students work from four to forty hours per week for credit of one to fifteen hours; some internships pay students; some provide them with samples of their work; some use contracts, some do not; some are located on campus, some off campus; some are part of cooperative education programs; different programs require different prerequisites; and students do a number of different types of jobs. Sourcebooks can provide information about how to locate employers, how to administer programs, how to evaluate programs, and what other people's solutions to common problems have been.

Cooperative Education Programs in CPA Firms

1986 ◽  
Vol 61 (6) ◽  
pp. 252-255 ◽  
Author(s):  
Gregory M. Thibadoux ◽  
Ira S. Greenberg
Keyword(s):  
Cooperative Education ◽  
Education Programs ◽  
Cpa Firms

Education Programs in the Presidential Libraries: A Report from the Field

2006 ◽  
Vol 28 (3) ◽  
pp. 133-142
Author(s):  
LEE ANN POTTER
Keyword(s):  
Cooperative Learning ◽  
Educational Research ◽  
Multiple Intelligences ◽  
Formal Education ◽  
New Technologies ◽  
Education Programs ◽  
Educational Methods ◽  
Authentic Assessments ◽  
And Performance ◽  
Significant Effort

Abstract: In recent years, significant effort has been made by the staff of the presidential libraries to develop formal education programs. Many of these programs demonstrate an awareness of educational research into multiple intelligences, and embrace educational methods that include cooperative learning, authentic assessments, and project- and performance-based learning. In addition, the programs draw from both the archival and the museum components of the institutions. But more can be done. Building creative partnerships, clarifying program objectives, harnessing new technologies, and building support for existing efforts will provide exciting opportunities in the coming years for the libraries to better serve a nationwide audience.

scholarly journals How Universities Use Alumni Resources to Help Students’ Growth: China Perspective

2020 ◽  
Vol 7 (2) ◽  
pp. p33
Author(s):  
Xiaohua Ning
Keyword(s):  
High School ◽  
Cooperative Education ◽  
Colleges And Universities ◽  
Educational Resource ◽  
Education Programs ◽  
High Quality ◽  
Education Resources ◽  
Long Period ◽  
Whole Process

As an important force of social cooperative education in colleges and universities, alumni are not only the embodiment of high school achievements, but also an important educational resource in colleges and universities. By grasping the advantages of alumni as educational resources, alumni education should be carried out throughout the whole process of alumni work, and the concept of “all staff, all process, all aspects, all society and all heart” service for students and prospective alumni should be established. A high-quality alumni education team should be established, rich alumni education programs should be developed, key alumni education fields should be focused, intensive alumni education resources should be expanded, and a win-win cooperation mode between universities and alumni should be established. Taking the initiative to transform the advantages of alumni resources accumulated over a long period of time into the advantages of continuously improving the quality of personnel training, providing a solid social foundation for the school’s education work.

Preparing Preservice Teachers to Become Self-Reflective of Their Technology Integration Practices

TPACK ◽  
2019 ◽  
pp. 68-95
Author(s):  
Julie M. Amador ◽  
Royce Kimmons ◽  
Brant G. Miller ◽  
Christopher David Desjardins ◽  
Cassidy Hall
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Performance Task ◽  
Reflection Data ◽  
And Performance ◽  
Selection Of

The purpose of this chapter is to further understand how preservice teachers critically think about technology and their competence in technology integration. A mixed methods research design was employed to gather survey and performance task reflection data from preservice teachers. Data were analyzed using a categorization process based on preservice teachers' conceptualizations of technology as replacement, amplification, and transformation. Results revealed a significant overall effect of the selection of performance task upon whether it was applied in a transformative manner, but that no such overall effect existed for amplification and replacement. Descriptive analyses indicate preservice teachers were self-reflective about the extent to which technology influences students' learning. Conclusions indicate that teacher education programs should consider how they support preservice teachers to become self-reflective consumers of technology.

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