This study is about Corporate Social Responsibility (CSR) strategy, sustainable thinking and practices at the Co-operative. The main focus had been the Food store of Co-op. The practices are assessed to see whether Co-op is doing business activities based on the pillars of ethical code of conduct that they have publically reported. The study builds up by presenting an overview of various businesses that are operating ethically under the title of the Cooperative group. The challenge of Co-op is to be ethical, responsible, and aggressive in delivering value to all the stakeholders namely members and customers. This has to be done for the sustainable competitive advantage and growth of the business. It has been noted that despite being the pioneer in Fair trade products, Co-op food faced problems on customer and employees’ level. There were the cases of employee harassment and unreasonable behaviour of customers in attempting to buy beer and age restricted products. One customer level, they considered Co- op good for daily usage items and expressed their concern product prices, variety and delivery options. The employees had a mix response related to this issue and they mostly responded that Co-op was a better place to shop and had better service. The views of managers and customers coincided on many occasions that reflected the awareness of managers about customers’ behaviour. The audit of suppliers of grocery products had been the concern as it was revealed that Co-op food sourced them from other countries like Spain. Therefore, suppliers’ audit became vital for behaving responsibly and having sustainable business practices that are profitable without risk of accusations. This is vital as Co-op food has branded itself as one of the green retailers in UK. Moreover, there are traces of green washing and green marketing as observed by us in their reports and website. This practice is considerably as Peter Marks himself said that customer trust is the key to success after economic crunch.

Achievement goal theorists have long argued that individuals’ goal orientations are situated and contextual and can thus be manipulated and shaped by their social learning context (Ames, 1992; Brophy, 2004; Linnenbrink & Pintrich, 2002; Pintrich, Conley, & Kempler, 2003). However, despite the proliferation of group-based learning in classrooms today and the assumption that cooperative learning promotes student mastery goal orientation for developing competence, “there has been a neglect of the research on motivational processes in group learning contexts within the field of achievement motivation” (Pintrich et al., 2003, p. 329). This dissertation used a mixed methods approach to investigate cooperative groups as subcontexts (Pintrich et al., 2003) within an undergraduate course that incorporates cooperative learning as an instructional tool. From this sample, I investigated whether and how student- and group-level factors were associated with the type of goal orientations that students adopt within and outside their group context by measuring students’ social academic goal orientations (Kim, Kim, & Svinicki, in press) for their cooperative group work and their achievement goal orientations for their general coursework. A total of 96 students agreed to allow their responses to all online course surveys to be used for research purposes. In addition, 2 of 8 groups in which all group members provided consent were selected to participate in individual interviews. In this embedded mixed methods design (Creswell & Clark, 2007), the quantitative data were the primary focus of analysis and the qualitative data were used to enrich and explain the quantitative findings. Multilevel modeling results indicated that both student- and group-level factors significantly and positively predicted students’ social academic goal orientations in their cooperative group work and students’ subsequent achievement goal orientations in their general course. Furthermore, the qualitative findings indicated that students tend to focus on extrinsic and mastery-oriented goals in addition to individual roles within their cooperative groups. The findings from this dissertation lend promising implications for future researchers and practitioners interested in understanding when and how cooperative group work enhances or hinders students’ achievement motivation. / text

Thesis (Ph.D.)--Murdoch University, 2004. / Thesis submitted to the Division of Arts. Bibliography: leaves 344-366.

The research deals with an aspect of communication which could effect the teaching/learning situation, namely communication apprehension. The research also deals with cooperative group work, and the role that it plays in reducing communication apprehension. A review of literature concerning cooperative group work, communication apprehension and the role of the educator was conducted in order to establish which factors could affect the role that these variables play in the classroom situation. A general survey of educators was distributed to all the English first language schools in the KOSH (Klerksdorp-Orkney-Stilfontein and Hartebeesfontein) area of the North West province, and the data was analysed by the researcher. The Personal Report of Communication Apprehension (PRCA) was used as an instrument to measure the learners communication apprehension. The responses were analysed with the assistance of the Statistical Consultant Service of Potchefstroom University for Christian Higher Education. The study was two-fold: to determine if educators in the English first language primary schools in the KOSH area of the North West province, were implementing cooperative group work models in their classrooms, and to determine if the Grade 7 learners in these schools experienced communication apprehension. The study also aimed to determine if cooperative group work lessened the degree of communication apprehension experienced. The first section of the study indicated that the educators in these schools were indeed implementing cooperative group work models, although 36.6% of these educators had not received any formal training in the implementation of cooperative group work in their classrooms. The second section of the study, the empirical study, indicated that the study population experienced an average communication apprehension of 47.7%. Afrikaans female learners experienced the lowest average communication apprehension of 44.2%, while Afrikaans male learners experienced the highest average communication apprehension of 54.8%. The study indicated that L1 learners and ESL (English second language) learners experience comparative levels of communication apprehension. The study also indicated that for each of the L1 and ESL groups, group work communication apprehension was lower than all other communication apprehension contexts. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002

The research deals with an aspect of communication which could effect the teaching/learning situation, namely communication apprehension. The research also deals with cooperative group work, and the role that it plays in reducing communication apprehension. A review of literature concerning cooperative group work, communication apprehension and the role of the educator was conducted in order to establish which factors could affect the role that these variables play in the classroom situation. A general survey of educators was distributed to all the English first language schools in the KOSH (Klerksdorp-Orkney-Stilfontein and Hartebeesfontein) area of the North West province, and the data was analysed by the researcher. The Personal Report of Communication Apprehension (PRCA) was used as an instrument to measure the learners communication apprehension. The responses were analysed with the assistance of the Statistical Consultant Service of Potchefstroom University for Christian Higher Education. The study was two-fold: to determine if educators in the English first language primary schools in the KOSH area of the North West province, were implementing cooperative group work models in their classrooms, and to determine if the Grade 7 learners in these schools experienced communication apprehension. The study also aimed to determine if cooperative group work lessened the degree of communication apprehension experienced. The first section of the study indicated that the educators in these schools were indeed implementing cooperative group work models, although 36.6% of these educators had not received any formal training in the implementation of cooperative group work in their classrooms. The second section of the study, the empirical study, indicated that the study population experienced an average communication apprehension of 47.7%. Afrikaans female learners experienced the lowest average communication apprehension of 44.2%, while Afrikaans male learners experienced the highest average communication apprehension of 54.8%. The study indicated that L1 learners and ESL (English second language) learners experience comparative levels of communication apprehension. The study also indicated that for each of the L1 and ESL groups, group work communication apprehension was lower than all other communication apprehension contexts. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002

The main purpose of this study was to compare the effectiveness of conceptual change oriented instruction accompanied with cooperative group work and traditionally designed instruction for removing misconceptions related to acid-base concepts. In this study 33 tenth grade students from two classes from METU Development Foundation Private School in the spring semester of 2003-2004 participated. There were two groups in the study. Students in experimental group received conceptual change oriented instruction with cooperative group work, and students in control group received traditionally designed instruction over a period of six weeks. Acid-Base Concept Test was administered to both groups as pre- and post-test. Students were also received Science Process Skill Test to determine their science process skills as pre-test and Attitude Scale Toward Chemistry to measure their attitudes toward chemistry as pre- and post-test. The hypotheses were tested by t-test, ANCOVA, and ANOVA. The results showed that the students in experimental group had significantly higher scores with respect to achievement related to acid-base concepts than the students in control group. On the other hand, there was no significant difference between attitude mean scores of students in experimental and control groups. Also, science process skill was a strong predictor for the achievement related to acid-base concepts. Alternatively, there was no significant difference between girls and boys in terms of understanding of acid-base concepts and attitudes toward chemistry. Alternatively, there was no significant interaction between gender and treatment on understanding of acid-base concepts and attitudes toward chemistry.

Made available in DSpace on 2016-04-27T16:57:53Z (GMT). No. of bitstreams: 1 dissertacao_marinete_fontoura_garcia.pdf: 592464 bytes, checksum: c714eb2a28776b300b99c76808bc6186 (MD5) Previous issue date: 2006-09-21 / This work treats of the formation in service of teachers of Infantile Education and yours know in relation to the process of numeric construction. Organized starting from reflections and observations produced through discussions in a group of studies with professionals of a same school unit, did it stop in the following subject: How are the teachers that participate in a cooperative group, going building new you know and new forms of to understand and to work with the numeric construction, developing a posture of investigating teacher?. The qualitative approach of research was used, initially with the application of individual interviews, following by the formation of a group of studies, that checked to the work a cooperation nature between the participant teachers and the researcher; this felt through studies, choice, application and reflection of teaching activities Leaning in researchers' investigations that studied the numeric construction, it tries to evidence, through the reports presented in the interviews and in the discussions of the cooperative group (involving teachers of Infantile Education that they teach in the municipal net of a municipal district of Great São Paulo), as they feels the pedagogic practice in relation to the numeric construction and in that measured that practice can change through the teachers' participation in a cooperative group. In this group, the teachers discussed texts, they investigated their own students, they promoted discussions and they analyzed the results of the investigations to the light of the theoretical referential. Results of researches and studies already accomplished, about the numeric construction, they are little published and, through the interviews, it was verified that the teachers, doesn't tend access to such studies, they don't consider the children's hypotheses concerning the numbers. Like this, the work has as purpose to contribute with the teachers' pedagogic practice, presenting and developing relative subjects to the axis Mathematics in Infantile Education / Este trabalho trata da formação em serviço de Professoras de Educação Infantil e seus saberes em relação ao processo de construção numérica. Organizado a partir de reflexões e observações produzidas por meio de discussões em um grupo de estudos com profissionais de uma mesma unidade escolar, deteve-se na seguinte questão: Como as professoras, que participam de um grupo cooperativo, vão construindo novos saberes e novas formas de compreender e lidar com a construção numérica, desenvolvendo uma postura de professora investigadora? . Foi utilizada a abordagem qualitativa de pesquisa, inicialmente com a aplicação de entrevistas individuais, seguida da formação de um grupo de estudos, que conferiu ao trabalho uma natureza de cooperação entre as professoras participantes e a pesquisadora; isto se deu por meio de estudos, escolha, aplicação e reflexão de atividades de ensino Apoiado em investigações de pesquisadores que estudaram a construção numérica, procura evidenciar, por meio dos relatos apresentados nas entrevistas e nas discussões do grupo cooperativo (envolvendo professoras de Educação Infantil que lecionam na rede municipal de um município da Grande São Paulo), como se dá a prática pedagógica em relação à construção numérica e em que medida essa prática pode mudar por meio da participação das professoras em um grupo cooperativo. Neste grupo, as professoras discutiram textos, investigaram seus próprios alunos, promoveram discussões e analisaram os resultados das investigações à luz dos referenciais teóricos. Resultados de pesquisas e estudos já realizados, sobre a construção numérica, são pouco divulgados e, por meio das entrevistas, verificou-se que as professoras, não tendo acesso a tais estudos, não consideram as hipóteses das crianças acerca dos números. Assim, o trabalho tem como finalidade contribuir com a prática pedagógica das professoras, apresentando e desenvolvendo questões relativas ao eixo Matemática em Educação Infantil

The researcher investigated the management of multi-grade teaching for optimal learning in Gauteng West primary schools. Ten participants, including school principals, heads of departments and educators participated in individual and focus group interviews and in observation of multi-grade classroom contexts. Findings revealed that educators involved in multi-grade teaching feel overwhelmed by challenging work conditions pertaining to large learner numbers and a lack of adequate didactical resources. This is exacerbated by a lack of professional development by means of tailor-made training for multi-grade teaching and the presumption that educators teaching such classes must merely change the monograde teaching format of the curriculum themselves for applicable implementation in a multi-grade teaching context. This leaves educators socially, emotionally and professionally isolated. Recommendations include the involvement of seasoned educators with expert knowledge and experience of multi-grade teaching to present training sessions constituting advice and support to inexperienced educators involved in said teaching. / Die navorser het die bestuur van meergraadonderrig by laerskole in Wes-Gauteng vir optimale leer ondersoek. Afgesien van individuele en fokusgroeponderhoude met skoolhoofde, departementshoofde en opvoeders, is waarneming in meergraadklaskamers gedoen. Volgens die bevindings bemoeilik groot klasse en ʼn gebrek aan didaktiese hulpmiddels meergraadopvoeders se taak. Meergraadopvoeders voel hulle geensins opgewasse teen hierdie werksomstandighede nie. ʼn Gebrek aan opleiding in meergraadonderrig en die veronderstelling dat opvoeders die eengraadformaat van die kurrikulum in ʼn meergraadformaat kan omskakel, vererger sake. Opvoeders is van mening dat hulle maatskaplik, emosioneel en professioneel in die steek gelaat word. Daar word aanbeveel dat gesoute opvoeders met kennis van en ervaring in meergraadonderrig onervare opvoeders oplei en adviseer. / Monyakisisi o dirile dinyakisiso ka ga go ruta dikereiti tse fapanego go fihlelela bokgoni le tsebo tikologong ya go thekga dinyakwa tsa baithuti dikolong tsa phoraemari go la Gauteng Bodikela. Batseakarolo ba lesome, go akaretswa dihlogo tsa dikolo, dihlogo tsa dikgoro le barutisi ba tseere karolo ditherisanong ka botee le dihlopha tseo di nepisitswego gape le temogo dikemong tsa diphaposi tsa dikereiti tse di fapanego. Dikhwetso di utollotse gore barutisi bao ba rutago dikereiti tse fapanego ba imelwa ke maemo a modiro wo o nyakago gore ba ntshe bokgoni bja bona ka moka ka lebaka la dipalo tse ntsi tsa baithuti le tlhokego ya dithusi tsa thuto tse di lekanego. Se se thatafiswa ke tlhokego ya tlhabollo ya profesene ye ka go fa tlhahlo yeo e lebanego ya go ruta dikreiti tse fapanego le kgopolo ya go re barutisi bao ba rutago ba swanela go no fetola popego ya lenaneothuto la kereiti e tee ka bobona go re ba le dirise kemong ya go ruta dikereiti tse fapanego. Se se dira gore barutisi ba ikhwetse ba se na kgokagano le setshaba leagong, ba hloka bao ba ka llelago go bona le go se be le bao ba nago le kgahlego go profesene ya bona. Ditshisinyo di akaretsa go ba gona ga barutisi bao e lego kgale ba ruta ba nago le maitemogelo le botsebi go ruta dikereiti tse fapanego go hlagisa dipaka tsa tlhahlo tseo di fago maele le thuso go barutisi bao ba se nago maitemogelo. / Educational Management and Leadership / M. Ed. (Education Management)