Bibliography: Kanefuji, Fuyuko: Japanese Policy for After-School Programs: Education through School-Community Collaborations, IJREE – International Journal for Research on Extended Education, Vol. 6, Issue 2-2018, pp. 199-204. https://doi.org/10.3224/ijree.v6i2.09
{"title":"Japanese Policy for After-School Programs: Education through School-Community Collaborations","authors":"F. Kanefuji","doi":"10.3224/IJREE.V6I2.09","DOIUrl":"https://doi.org/10.3224/IJREE.V6I2.09","url":null,"abstract":"Bibliography: Kanefuji, Fuyuko: Japanese Policy for After-School Programs: Education through School-Community Collaborations, IJREE – International Journal for Research on Extended Education, Vol. 6, Issue 2-2018, pp. 199-204. https://doi.org/10.3224/ijree.v6i2.09","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114516110","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}
Bibliography: Koskimies, Hanna/Berden, Iina/Harju, Emma: New art and culture ‒ inspired pedagogy to Finnish schools. A child-centred approach to organising extracurricular activities, IJREE – International Journal for Research on Extended Education, Vol. 6, Issue 2-2018, pp. 205-212. https://doi.org/10.3224/ijree.v6i2.10
{"title":"New art and culture ‒ inspired pedagogy to Finnish schools. A child-centred approach to organising extracurricular activities","authors":"H. Koskimies, Iina Berden, Emma Harju","doi":"10.3224/IJREE.V6I2.10","DOIUrl":"https://doi.org/10.3224/IJREE.V6I2.10","url":null,"abstract":"Bibliography: Koskimies, Hanna/Berden, Iina/Harju, Emma: New art and culture ‒ inspired pedagogy to Finnish schools. A child-centred approach to organising extracurricular activities, IJREE – International Journal for Research on Extended Education, Vol. 6, Issue 2-2018, pp. 205-212. https://doi.org/10.3224/ijree.v6i2.10","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121599073","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}
What is it about afterschool that gives it so much potential to powerfully influence educational best practices around the world? This paper will explore what truly defines “afterschool” beyond the time- and location-based pedagogy of the term and will make the case for the use of “expanded learning” or “expanded opportunities” as the terms that most clearly describe this critical time of youth learning and development. This paper will explore the cultural and bureaucratic differences countries have that influence how young people spend their time and what those differences say about a country’s views on child development and its aspirations for its youth. Beyond an exploration of cultural differences, this paper will also discuss the trends that are influencing our international efforts to shift the view of expanded learning programs beyond a safe place to keep children occupied while their parents work, toward a fundamental space for child development and educational innovation.
{"title":"Expanded learning: A thought piece about terminology, typology, and transformation","authors":"G. Noam, Bailey Triggs","doi":"10.3224/IJREE.V6I2.07","DOIUrl":"https://doi.org/10.3224/IJREE.V6I2.07","url":null,"abstract":"What is it about afterschool that gives it so much potential to powerfully influence educational best practices around the world? This paper will explore what truly defines “afterschool” beyond the time- and location-based pedagogy of the term and will make the case for the use of “expanded learning” or “expanded opportunities” as the terms that most clearly describe this critical time of youth learning and development. This paper will explore the cultural and bureaucratic differences countries have that influence how young people spend their time and what those differences say about a country’s views on child development and its aspirations for its youth. Beyond an exploration of cultural differences, this paper will also discuss the trends that are influencing our international efforts to shift the view of expanded learning programs beyond a safe place to keep children occupied while their parents work, toward a fundamental space for child development and educational innovation.","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122797159","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 aim of this article is to contribute to the discussion concerning the concepts used in the field of extended education by scrutinising different concepts that can contribute to research and guard the specific educational attitude of extended education as viewed from a Swedish perspective. The discussion will be based on a review of concepts used in both national and international research, as well as those formulated in Swedish policy documents and traditionally used in Swedish schoolage educare activity. Defining extended education as a social practice that aims at meaning making based on experiences from everyday life will be an important theoretical starting point to which the discussed concepts will be related. The significance of taking a point of departure in children’s perspectives is central in the article. Finally, some newly created concepts will be suggested as significant for the development of extended education.
{"title":"Eliciting Concepts in the Field of Extended Education – A Swedish Provoke","authors":"Anna Klerfelt, A. Ljusberg","doi":"10.3224/IJREE.V6I2.03","DOIUrl":"https://doi.org/10.3224/IJREE.V6I2.03","url":null,"abstract":"The aim of this article is to contribute to the discussion concerning the concepts used in the field of extended education by scrutinising different concepts that can contribute to research and guard the specific educational attitude of extended education as viewed from a Swedish perspective. The discussion will be based on a review of concepts used in both national and international research, as well as those formulated in Swedish policy documents and traditionally used in Swedish schoolage educare activity. Defining extended education as a social practice that aims at meaning making based on experiences from everyday life will be an important theoretical starting point to which the discussed concepts will be related. The significance of taking a point of departure in children’s perspectives is central in the article. Finally, some newly created concepts will be suggested as significant for the development of extended education.","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126936232","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}
Several countries have expanded extended education in recent years. In Germany, the most substantial educational reform is the ongoing transformation of the traditional half-day school system into an all-day school system. Among politicians, expectations are high that all-day schools will promote student achievement and reduce social achievement inequalities. To test these assumptions, we used representative data from the National Educational Panel Study (NEPS) to estimate two-level latent growth models for achievement in grades 5, 7, and 9. The analyses revealed initial achievement differences but no differences in achievement growth or changes in inequality throughout secondary school. This suggests that selection mechanisms are at work but that half- and all-day schools are not differentially effective. We discuss these findings in light of the international debate on the quality of extended education.
{"title":"Student achievement and educational inequality in half- and all-day schools: Evidence from Germany","authors":"Isa Steinmann, Rolf Strietholt","doi":"10.3224/IJREE.V6I2.08","DOIUrl":"https://doi.org/10.3224/IJREE.V6I2.08","url":null,"abstract":"Several countries have expanded extended education in recent years. In Germany, the most substantial educational reform is the ongoing transformation of the traditional half-day school system into an all-day school system. Among politicians, expectations are high that all-day schools will promote student achievement and reduce social achievement inequalities. To test these assumptions, we used representative data from the National Educational Panel Study (NEPS) to estimate two-level latent growth models for achievement in grades 5, 7, and 9. The analyses revealed initial achievement differences but no differences in achievement growth or changes in inequality throughout secondary school. This suggests that selection mechanisms are at work but that half- and all-day schools are not differentially effective. We discuss these findings in light of the international debate on the quality of extended education.","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115091440","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}
Bibliography: Schuepbach, Marianne: Introduction: A Discussion about Concepts and Terms in the Field of Extended Education, IJREE – International Journal for Research on Extended Education, Vol. 6, Issue 2-2018, pp. 119-121. https://doi.org/10.3224/ijree.v6i2.02
参考文献:Schuepbach, Marianne: Introduction: A Discussion about Concepts and Terms in the Field of Extended Education, IJREE, Vol. 6, Issue 2-2018, pp. 119-121。https://doi.org/10.3224/ijree.v6i2.02
{"title":"Introduction: A Discussion About Concepts and Terms in the Field of Extended Education","authors":"Marianne Schuepbach","doi":"10.3224/IJREE.V6I2.02","DOIUrl":"https://doi.org/10.3224/IJREE.V6I2.02","url":null,"abstract":"Bibliography: Schuepbach, Marianne: Introduction: A Discussion about Concepts and Terms in the Field of Extended Education, IJREE – International Journal for Research on Extended Education, Vol. 6, Issue 2-2018, pp. 119-121. https://doi.org/10.3224/ijree.v6i2.02","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127316936","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 the last 20 years, interest in the field of extended education has been growing worldwide. Countries in the East and the West have been investing in developing systems to support student learning after traditional school hours. In this contribution, we first clarify concepts and terms currently used in Switzerland and then, from an international point of view, focus on possible useful terms in this new field in English. In the third part, we attempt to outline the field of extended education by means of basic points, illustrated using Switzerland as an example.
{"title":"Useful terms in English for the field of extended education and a characterization of the field from a Swiss perspective","authors":"Marianne Schuepbach","doi":"10.3224/IJREE.V6I2.04","DOIUrl":"https://doi.org/10.3224/IJREE.V6I2.04","url":null,"abstract":"In the last 20 years, interest in the field of extended education has been growing worldwide. Countries in the East and the West have been investing in developing systems to support student learning after traditional school hours. In this contribution, we first clarify concepts and terms currently used in Switzerland and then, from an international point of view, focus on possible useful terms in this new field in English. In the third part, we attempt to outline the field of extended education by means of basic points, illustrated using Switzerland as an example.","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"235 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132961156","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 article is based on data from a two-year ethnographic study on children in school-age child-care in Sweden. It describes a boy’s way from positioning himself as a “boy who does not fight” to a “boy who fights”. In Sweden, independence is viewed as paramount. Fostering children to independence can be seen from different perspectives, and the teachers in this particular setting hand over the power to the children. The social climate in the setting was quite tough, and the children – especially the boys – formed a social hierarchy by using their fists. The material was studied with help from analytical tools dealing with gender, position and power.
{"title":"Doing Masculinity in School-age Child-care: An Ethnographic Study","authors":"Rakhmatullayeva Dilrabo Alimjanovna","doi":"10.3224/ijree.v6i1.06","DOIUrl":"https://doi.org/10.3224/ijree.v6i1.06","url":null,"abstract":"This article is based on data from a two-year ethnographic study on children in school-age child-care in Sweden. It describes a boy’s way from positioning himself as a “boy who does not fight” to a “boy who fights”. In Sweden, independence is viewed as paramount. Fostering children to independence can be seen from different perspectives, and the teachers in this particular setting hand over the power to the children. The social climate in the setting was quite tough, and the children – especially the boys – formed a social hierarchy by using their fists. The material was studied with help from analytical tools dealing with gender, position and power.","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122808215","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}
Bibliography: Bray, Mark/Zhang, Wei: Public-Private Partnerships in Supplementary Education: Sharing Experiences in East Asian Contexts, IJREE – International Journal for Research on Extended Education, Vol. 6, Issue 1-2018, pp. 98-106. https://doi.org/10.3224/ijree.v6i1.08
{"title":"Public-Private Partnerships in Supplementary Education: Sharing Experiences in East Asian Contexts","authors":"M. Bray, Wei Zhang","doi":"10.3224/IJREE.V6I1.08","DOIUrl":"https://doi.org/10.3224/IJREE.V6I1.08","url":null,"abstract":"Bibliography: Bray, Mark/Zhang, Wei: Public-Private Partnerships in Supplementary Education: Sharing Experiences in East Asian Contexts, IJREE – International Journal for Research on Extended Education, Vol. 6, Issue 1-2018, pp. 98-106. https://doi.org/10.3224/ijree.v6i1.08","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130779072","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 present study compared Korea and Japan in terms of each country’s afterschool program system. First, the historical and social backgrounds that have influenced the development of afterschool programs in the two countries were compared. Second, the current status of afterschool programs was described. Third, comparisons were made based on the kinds of policies that have been developed and implemented to promote the programs. The study also examined problems and issues that the two countries face in this regard. Finally, similarities and differences between the two afterschool program systems were suggested. It has been speculated that the two countries’ afterschool systems have become similar due to their geographical proximity and ongoing social and cultural interactions. However, it is argued that differences in the social contexts of the two countries have contributed to the development of distinct characteristics for each of the afterschool programs.
{"title":"A Comparison of the Afterschool Programs of Korea and Japan: From the Institutional and Ecological Perspectives","authors":"S. Bae, F. Kanefuji","doi":"10.3224/IJREE.V6I1.04","DOIUrl":"https://doi.org/10.3224/IJREE.V6I1.04","url":null,"abstract":"The present study compared Korea and Japan in terms of each country’s afterschool program system. First, the historical and social backgrounds that have influenced the development of afterschool programs in the two countries were compared. Second, the current status of afterschool programs was described. Third, comparisons were made based on the kinds of policies that have been developed and implemented to promote the programs. The study also examined problems and issues that the two countries face in this regard. Finally, similarities and differences between the two afterschool program systems were suggested. It has been speculated that the two countries’ afterschool systems have become similar due to their geographical proximity and ongoing social and cultural interactions. However, it is argued that differences in the social contexts of the two countries have contributed to the development of distinct characteristics for each of the afterschool programs.","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114925653","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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