{"title":"A critical scrutiny and discussion of the significance of complementation and compensation viewed from different aspects of Extended Education in different countries","authors":"A. Ljusberg, Anna Klerfelt","doi":"10.3224/ijree.v9i1.02","DOIUrl":"https://doi.org/10.3224/ijree.v9i1.02","url":null,"abstract":"","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115329924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Due to socio-economic difficulties, many teachers in Uzbekistan combine their regular teaching activities with private supplementary tutoring (PST). Involvement in two professional activities has led to the emergence of teacher and tutor professional identities. It is assumed that the co-existence of dual identities has an influence on the professional activities of a tutor and/or of a teacher. Although a plethora of studies has focused on teacher identity and its effect on teachers’ professional activities and some on co-existence of teacher identity with other social identities, there is a gap in the academic literature with only a few studies on teacher-tutor identity and its impact on their professional activities. The present qualitative study has made an attempt to reveal the types of relationship between these two professional identities, to find out the reasons for the existing relationship and to explore how this relationship impacts their professional activities as a tutor and/or as a teacher. For these purposes, the research utilizes semi-structured interview questions with six university teaching staff members who are also private tutors. By applying a predetermined theoretical framework, an intrapersonal identity network approach, the study reveals the three most predominant types–power relationship, temporal and conflicting. These types of relationship found to have a negative impact on the respondents’ activities as private tutors.
{"title":"Teachers as Private Tutors: Understanding Dual Professional Identities of Six Faculty Members from Uzbekistan University","authors":"Andrey Khojeev","doi":"10.3224/ijree.v8i2.09","DOIUrl":"https://doi.org/10.3224/ijree.v8i2.09","url":null,"abstract":"Due to socio-economic difficulties, many teachers in Uzbekistan combine their regular teaching activities with private supplementary tutoring (PST). Involvement in two professional activities has led to the emergence of teacher and tutor professional identities. It is assumed that the co-existence of dual identities has an influence on the professional activities of a tutor and/or of a teacher. Although a plethora of studies has focused on teacher identity and its effect on teachers’ professional activities and some on co-existence of teacher identity with other social identities, there is a gap in the academic literature with only a few studies on teacher-tutor identity and its impact on their professional activities. The present qualitative study has made an attempt to reveal the types of relationship between these two professional identities, to find out the reasons for the existing relationship and to explore how this relationship impacts their professional activities as a tutor and/or as a teacher. For these purposes, the research utilizes semi-structured interview questions with six university teaching staff members who are also private tutors. By applying a predetermined theoretical framework, an intrapersonal identity network approach, the study reveals the three most predominant types–power relationship, temporal and conflicting. These types of relationship found to have a negative impact on the respondents’ activities as private tutors.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116872166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study seeks to expand our knowledge on extended education and ist potential contribution to social inequality by examining socioeconomic disparities in supplementary education (SE) at college and its impact on labor market outcomes. Using data from the United States Education Longitudinal Study, logistic and linear regressions deliver the following main findings: (1) Socioeconomic status (SES) significantly affects SE participation, net of other factors. (2) With higher involvement in SE activities, neither employment nor income prospects significantly increase. (3) Low SES graduates are slightly more likely to benefit from SE than high SES graduates. (4) Among high-impact SE practices, only internships exert a positive effect on labor market outcomes.
{"title":"Supplementary Education at College and Its Consequences for Individuals’ Labor Market Outcomes in the United States","authors":"Steve R. Entrich, Soo-yong Byun","doi":"10.3224/ijree.v8i2.03","DOIUrl":"https://doi.org/10.3224/ijree.v8i2.03","url":null,"abstract":"The current study seeks to expand our knowledge on extended education and ist potential contribution to social inequality by examining socioeconomic disparities in supplementary education (SE) at college and its impact on labor market outcomes. Using data from the United States Education Longitudinal Study, logistic and linear regressions deliver the following main findings: (1) Socioeconomic status (SES) significantly affects SE participation, net of other factors. (2) With higher involvement in SE activities, neither employment nor income prospects significantly increase. (3) Low SES graduates are slightly more likely to benefit from SE than high SES graduates. (4) Among high-impact SE practices, only internships exert a positive effect on labor market outcomes.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128126157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the determinants of international students’ interactions with different friendship networks and the relationships of these interactions with study abroad outcomes, using data from 482 Korean college students who had participated in international student exchange programs. The results showed that students’ participation in extracurricular and off-campus activities while studying abroad was significantly related to their interactions with local and other international students. The results also showed that students’ interactions with co-national, local, and other international students while studying abroad were positively associated with their intercultural competence, personal development, and career development, even after controlling for other variables. We discuss the policy implications of these findings beyond the Korean context.
{"title":"Friends Matter: The Relationship Between Korean International Students’ Friendship Networks and Study Abroad Outcomes","authors":"Jae-Eun Jon, Heeyun Kim, Soo-yong Byun","doi":"10.3224/ijree.v8i2.04","DOIUrl":"https://doi.org/10.3224/ijree.v8i2.04","url":null,"abstract":"This study examined the determinants of international students’ interactions with different friendship networks and the relationships of these interactions with study abroad outcomes, using data from 482 Korean college students who had participated in international student exchange programs. The results showed that students’ participation in extracurricular and off-campus activities while studying abroad was significantly related to their interactions with local and other international students. The results also showed that students’ interactions with co-national, local, and other international students while studying abroad were positively associated with their intercultural competence, personal development, and career development, even after controlling for other variables. We discuss the policy implications of these findings beyond the Korean context.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123715185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this article is to increase the understanding of the challenges that Swedish school-age educare teachers with a certification in visual art experience in their everyday school practice. The study focus on the educational practice of teaching visual art from a holistic perspective which also includes the teachers’ perception of their overall work situation and their professional identity. Due to dual professional roles, these teachers are not only required to meet the criteria formulated in the syllabus of the subject visual art, but also to achieve the goals for the educare centre (National Agency of Education, 2019). The method used is in-depth individual interviews with nine teachers, together with observations of visual art lectures and the physical and material environment. The results provide insights into what it means to work as a school-age educare teacher teaching visual art in primary schools, struggling with limited resources and identity conflicts. The study highlights how teachers often end up in a struggle between individual agency and social structures since they have to resist, adjust and negotiate to get acceptable work conditions.
本文的目的是增加对瑞典学龄教育教师在日常学校实践中具有视觉艺术经验认证的挑战的理解。本研究关注的是整体视角下的视觉艺术教学实践，包括教师对整体工作情境的感知和职业认同。由于双重专业角色，这些教师不仅需要满足视觉艺术学科教学大纲中制定的标准，还需要实现教育中心的目标(National Agency of Education, 2019)。使用的方法是对9位教师进行深入的个人访谈，并结合视觉艺术讲座和物理和物质环境的观察。研究结果让我们了解到，作为一名在小学教授视觉艺术的学龄教育教师，在有限的资源和身份冲突中挣扎意味着什么。这项研究强调了教师如何经常在个人能动性和社会结构之间挣扎，因为他们不得不抵抗、调整和谈判，以获得可接受的工作条件。
{"title":"The Educational Practice of School-Age Educare Teachers Teaching Visual Art in Swedish Primary Schools","authors":"Marie Fahlén","doi":"10.3224/ijree.v8i2.06","DOIUrl":"https://doi.org/10.3224/ijree.v8i2.06","url":null,"abstract":"The purpose of this article is to increase the understanding of the challenges that Swedish school-age educare teachers with a certification in visual art experience in their everyday school practice. The study focus on the educational practice of teaching visual art from a holistic perspective which also includes the teachers’ perception of their overall work situation and their professional identity. Due to dual professional roles, these teachers are not only required to meet the criteria formulated in the syllabus of the subject visual art, but also to achieve the goals for the educare centre (National Agency of Education, 2019). The method used is in-depth individual interviews with nine teachers, together with observations of visual art lectures and the physical and material environment. The results provide insights into what it means to work as a school-age educare teacher teaching visual art in primary schools, struggling with limited resources and identity conflicts. The study highlights how teachers often end up in a struggle between individual agency and social structures since they have to resist, adjust and negotiate to get acceptable work conditions.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126048562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Extended Education at College and its Outcomes: An Introduction","authors":"Steve R. Entrich, S. Bae","doi":"10.3224/ijree.v8i2.02","DOIUrl":"https://doi.org/10.3224/ijree.v8i2.02","url":null,"abstract":"","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127073248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines concepts surrounding the quality of afterschool programs in Japan and related challenges using qualitative and quantitative methods. A content analysis of government guidelines for afterschool programs provided by the Ministry of Health, Labour and Welfare (MHLW) and the Ministry of Education, Culture, Sports, Science and Technology (MEXT) is conducted, and the differences in the concepts of afterschool program quality (APQ) between them are explored. Second, using government statistics, the author looks at the current situation and systems of instructional features meant to improve quality. Third, the characteristics of the human resource development system of MEXT and MHLW for APQ are clarified using the social capital theory.
{"title":"Concepts and Challenges of Afterschool Program Quality in Japan","authors":"F. Kanefuji","doi":"10.3224/ijree.v8i2.07","DOIUrl":"https://doi.org/10.3224/ijree.v8i2.07","url":null,"abstract":"This study examines concepts surrounding the quality of afterschool programs in Japan and related challenges using qualitative and quantitative methods. A content analysis of government guidelines for afterschool programs provided by the Ministry of Health, Labour and Welfare (MHLW) and the Ministry of Education, Culture, Sports, Science and Technology (MEXT) is conducted, and the differences in the concepts of afterschool program quality (APQ) between them are explored. Second, using government statistics, the author looks at the current situation and systems of instructional features meant to improve quality. Third, the characteristics of the human resource development system of MEXT and MHLW for APQ are clarified using the social capital theory.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127532885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Austria there is a specialised education (60 ECTS) for “leisure educators”, who are professionals working in all-day schools in the field of extended education but who are not teachers. Despite the existence of leisure educators, also teachers are often tasked with supervising extended education settings like lunchtime, extra-curricular activities and uncommitted free time in all-day schools in Austria. This paper aims to illustrate the difference of prestige that comes with different fields of duty in extended education and the implications of that difference. The paper is based on a quantitative study carried out in all-day schools in Vienna. It looks at the prestige of typical professional duties in all-day schools and at the importance attached to these duties by different professional groups. Leisure educators assign a higher importance to non-formal activities than teachers or other professional groups do. Yet, these activities represent relevant fields of duty in respect of training children and adolescents in 21st century skills. Hence the authors propose to address typical extended education duties in teacher education to enable all-day school professional teams to work on eye-level and efficiently.
{"title":"Specialised Professional Training Makes a Difference! The Importance and Prestige of Typical Duties in All-Day Schools from the Perspective of Teachers, Leisure Educators, Principals and Coordinators of Extended Education","authors":"Olivia Fischer, James Loparics","doi":"10.3224/ijree.v8i2.08","DOIUrl":"https://doi.org/10.3224/ijree.v8i2.08","url":null,"abstract":"In Austria there is a specialised education (60 ECTS) for “leisure educators”, who are professionals working in all-day schools in the field of extended education but who are not teachers. Despite the existence of leisure educators, also teachers are often tasked with supervising extended education settings like lunchtime, extra-curricular activities and uncommitted free time in all-day schools in Austria. This paper aims to illustrate the difference of prestige that comes with different fields of duty in extended education and the implications of that difference. The paper is based on a quantitative study carried out in all-day schools in Vienna. It looks at the prestige of typical professional duties in all-day schools and at the importance attached to these duties by different professional groups. Leisure educators assign a higher importance to non-formal activities than teachers or other professional groups do. Yet, these activities represent relevant fields of duty in respect of training children and adolescents in 21st century skills. Hence the authors propose to address typical extended education duties in teacher education to enable all-day school professional teams to work on eye-level and efficiently.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122942584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper seeks to expand our knowledge on the importance of public academic support programmes (ASPs) in higher education (HE) in India, which extend supplementary instruction with the aim to improve academic performance and support academic efforts of students from the socially and economically disadvantaged groups (SEDGs). This paper shows that students from the most disadvantaged amongst the SEDGs, that is, those residing in rural areas and women who experience multiple barriers that compound the effects of their disadvantages, have taken advantage of supplementary instruction classes. These classes have allowed HEIs to account for students’ academic needs and challenges related to their socioeconomic disadvantages, that remain unmet in regular classrooms. By targeting educational resources to students who are most disadvantaged, these programmes compensate for the absence of parental support and recognises the underlying socio-economic obstacles of students from achieving academic success at college. Given the acknowledged role of higher education in providing economic and social benefits to individuals, the paper argues that oncampus state enabled ASPs targeting students from the SEDGs make HE in India more equitable and contribute in reducing social inequalities in the wider society.
{"title":"Extended Education at College in India: Advancing Equity Through the Extension of Public Academic Support Programmes for Students from the Socially and Economically Disadvantaged Groups","authors":"N. Sabharwal","doi":"10.3224/ijree.v8i2.05","DOIUrl":"https://doi.org/10.3224/ijree.v8i2.05","url":null,"abstract":"The paper seeks to expand our knowledge on the importance of public academic support programmes (ASPs) in higher education (HE) in India, which extend supplementary instruction with the aim to improve academic performance and support academic efforts of students from the socially and economically disadvantaged groups (SEDGs). This paper shows that students from the most disadvantaged amongst the SEDGs, that is, those residing in rural areas and women who experience multiple barriers that compound the effects of their disadvantages, have taken advantage of supplementary instruction classes. These classes have allowed HEIs to account for students’ academic needs and challenges related to their socioeconomic disadvantages, that remain unmet in regular classrooms. By targeting educational resources to students who are most disadvantaged, these programmes compensate for the absence of parental support and recognises the underlying socio-economic obstacles of students from achieving academic success at college. Given the acknowledged role of higher education in providing economic and social benefits to individuals, the paper argues that oncampus state enabled ASPs targeting students from the SEDGs make HE in India more equitable and contribute in reducing social inequalities in the wider society.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123071583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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