Discusses the research-practice and reflective practice models as they relate to the integration of research and practice. Suggests that the most serious implication for cooperative education is the need to understand the impact of research on defining and redefining work/practice. (JOW)

Seven groups of six cooperative education and non-co-op students/graduates expressed opinions about mentoring. No significant differences between co-op and non-co-op emerged in incidence or types of mentoring. Important aspects of mentoring included promotion of the whole person, protege-centered relationship, and recognition of proteges'…

A survey of undergraduates (172 co-op, 216 non-co-op), graduate students (80 co-op, 153 non), and 233 work supervisors indicated that co-op and non-co-op students had similar experiences of mentoring. Recommendations were for more focus on the transformational aspect of mentoring and creation, development, and enhancement of relationships in…

A generic model provides a conceptual framework that can be used for guiding systematic observation about programs and about the learning conditions needed for cooperative education. These investigations could provide information critical for the modification of existing practices and create more consistent practice. (Author/JOW)

Cooperative education should foster self-directed learning, reflective practice, and transformative learning; integrate school and work; offer collaborative experiences; ground experiences in adult learning theories; ensure relevant, meaningful experiences; use advanced technology and delivery models; be defined through program and curriculum; and…

A literature review uncovered unclear and inconsistent concepts of cooperative education; lack of integration of theory, research, and practice; and lack of rigorous research standards. It is crucial that cooperative education be defined, its target audience identified, and principles or tenets of practice described. (SK)