Bibliography: Schuepbach, Marianne/Stecher, Ludwig: Conference report of the 1st WERA-IRN EDUCATION Conference: Extended Education from an International Comparative Point of View at the University of Bamberg, IJREE – International Journal for Research on Extended Education, Vol. 6, Issue 1-2018, pp. 98-106. https://doi.org/10.3224/ijree.v6i1.09
参考文献:Schuepbach, Marianne/Stecher, Ludwig:第一届WERA-IRN教育会议的会议报告:班贝格大学国际比较视角下的扩展教育，IJREE -国际扩展教育研究杂志，Vol. 6, Issue 1-2018, pp. 98-106。https://doi.org/10.3224/ijree.v6i1.09
{"title":"Conference report of the 1st WERA-IRN EDUCATION Conference: Extended Education from an International Comparative Point of View at the University of Bamberg","authors":"Marianne Schuepbach, L. Stecher","doi":"10.3224/ijree.v6i1.09","DOIUrl":"https://doi.org/10.3224/ijree.v6i1.09","url":null,"abstract":"Bibliography: Schuepbach, Marianne/Stecher, Ludwig: Conference report of the 1st WERA-IRN EDUCATION Conference: Extended Education from an International Comparative Point of View at the University of Bamberg, IJREE – International Journal for Research on Extended Education, Vol. 6, Issue 1-2018, pp. 98-106. https://doi.org/10.3224/ijree.v6i1.09","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"18 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":"117130736","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}
During the past two decades, there is a global growing interest in the field of extended education. Countries in both the East and the West alike have been investing in developing systems to support student learning after the traditional school hours. This paper examines the similarities and differences in this trend of development in Taiwan and Switzerland. Cultural influences, the beliefs and values of these countries, and the importance of contextualization in comparative education are discussed.
{"title":"Comparison of Extended Education and Research in this Field in Taiwan and in Switzerland","authors":"Marianne Schuepbach, D. Huang","doi":"10.3224/IJREE.V6I1.03","DOIUrl":"https://doi.org/10.3224/IJREE.V6I1.03","url":null,"abstract":"During the past two decades, there is a global growing interest in the field of extended education. Countries in both the East and the West alike have been investing in developing systems to support student learning after the traditional school hours. This paper examines the similarities and differences in this trend of development in Taiwan and Switzerland. Cultural influences, the beliefs and values of these countries, and the importance of contextualization in comparative education are discussed.","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"20 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":"121092884","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 Sweden and in Germany, an extensive system of extended education programmes and activities has been established within the last decades. Prototypic examples of this development are school-age educare centres in Sweden and all-day schools in Germany. In this article a bi-national comparison, aiming to find some similarities and differences by means of historical background, current questions of student learning, staff professionalism, and research findings, is presented. It can be shown that, though Swedish school-age educare centres and German all-day schools are based on pedagogical roots reaching back to the end of the 19th and the beginning of the 20th century, their historical developments are quite different. Whilst in Sweden the school-age educare idea became entrenched in the society and the collective beliefs about the necessity of learning outside the classroom, in Germany the all-day school model never prevailed. That only changed in the beginning of the 21st century when PISA showed that the German education system was not performing very well. Based on the different developments over time, both models established different features. With regard to student learning, the Swedish model is more oriented towards fostering creativity and imagination, whilst the German model is more oriented towards curricular learning. One difference concerning the students are that in Germany the all-day school embrace both children and youths up to the end of secondary-II level (up to 18/19 years), in Sweden young people older than 13 years old cannot participate in the school-age educare. In Sweden educators working outside of the classroom are academically trained in quite the same way as classroom teachers, whilst in Germany there is no such common regulation. Based on the more curricular learning centred view in Germany, some large scale effectivity studies were conducted within the last decade. Such comprehensive research programs are lacking in Sweden. We will give a short overview of some main research findings and discuss future research topics.
{"title":"Swedish School-age Educare Centres and German All-day Schools – A Bi-national Comparison of Two Prototypes of Extended Education","authors":"Anna Klerfelt, L. Stecher","doi":"10.3224/ijree.v6i1.05","DOIUrl":"https://doi.org/10.3224/ijree.v6i1.05","url":null,"abstract":"In Sweden and in Germany, an extensive system of extended education programmes and activities has been established within the last decades. Prototypic examples of this development are school-age educare centres in Sweden and all-day schools in Germany. In this article a bi-national comparison, aiming to find some similarities and differences by means of historical background, current questions of student learning, staff professionalism, and research findings, is presented. It can be shown that, though Swedish school-age educare centres and German all-day schools are based on pedagogical roots reaching back to the end of the 19th and the beginning of the 20th century, their historical developments are quite different. Whilst in Sweden the school-age educare idea became entrenched in the society and the collective beliefs about the necessity of learning outside the classroom, in Germany the all-day school model never prevailed. That only changed in the beginning of the 21st century when PISA showed that the German education system was not performing very well. Based on the different developments over time, both models established different features. With regard to student learning, the Swedish model is more oriented towards fostering creativity and imagination, whilst the German model is more oriented towards curricular learning. One difference concerning the students are that in Germany the all-day school embrace both children and youths up to the end of secondary-II level (up to 18/19 years), in Sweden young people older than 13 years old cannot participate in the school-age educare. In Sweden educators working outside of the classroom are academically trained in quite the same way as classroom teachers, whilst in Germany there is no such common regulation. Based on the more curricular learning centred view in Germany, some large scale effectivity studies were conducted within the last decade. Such comprehensive research programs are lacking in Sweden. We will give a short overview of some main research findings and discuss future research topics.","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"2 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":"134177645","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: Extended Education from an International Comparative Point of View, IJREE – International Journal for Research on Extended Education, Vol. 6, Issue 1-2018, pp. 5-7. https://doi.org/10.3224/ijree.v6i1.02
-----参考文献:Schuepbach, Marianne: Introduction: Extended Education from a International Comparative Point, IJREE - International Journal for Research on Extended Education, Vol. 6, Issue 1-2018, pp. 5-7。https://doi.org/10.3224/ijree.v6i1.02
{"title":"Introduction: Extended Education from an International Comparative Point of View","authors":"Marianne Schuepbach","doi":"10.3224/ijree.v6i1.02","DOIUrl":"https://doi.org/10.3224/ijree.v6i1.02","url":null,"abstract":"----- Bibliography: Schuepbach, Marianne: Introduction: Extended Education from an International Comparative Point of View, IJREE – International Journal for Research on Extended Education, Vol. 6, Issue 1-2018, pp. 5-7. https://doi.org/10.3224/ijree.v6i1.02","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"22 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":"132725231","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 era of the 4th Industrial Revolution, higher education institutions should change practices of educational programs and services, which are mainly based on traditional classroom-based instructions, to allow students to have more diverse experiences. Since college students spend relatively more time engaged in out-of-class activities than attending regular courses, it is necessary to examine how participating in out-of-class programs is related to cultivation of the competencies that the future demands. This study explores the relationship between out-of-class activity participation and perceived change in cognitive and social outcomes of Korean college students. Five out-of-class activities were examined: learning community, undergraduate research, service learning, internship, and residential college programs. K-NSSE (Korea-National Survey of Student Engagement) data were analyzed using hierarchical linear model analysis. The study findings are consistent with the results of previous research that demonstrated a positive association between participating in out-of-class activities and students’ cognitive and social outcomes.
{"title":"The Relationship Between Participation in Out-of-Class Activities and Cognitive and Social Outcomes of Korean College Students","authors":"S. Bae, S. Jeon, Song Han","doi":"10.3224/IJREE.V6I1.07","DOIUrl":"https://doi.org/10.3224/IJREE.V6I1.07","url":null,"abstract":"In the era of the 4th Industrial Revolution, higher education institutions should change practices of educational programs and services, which are mainly based on traditional classroom-based instructions, to allow students to have more diverse experiences. Since college students spend relatively more time engaged in out-of-class activities than attending regular courses, it is necessary to examine how participating in out-of-class programs is related to cultivation of the competencies that the future demands. This study explores the relationship between out-of-class activity participation and perceived change in cognitive and social outcomes of Korean college students. Five out-of-class activities were examined: learning community, undergraduate research, service learning, internship, and residential college programs. K-NSSE (Korea-National Survey of Student Engagement) data were analyzed using hierarchical linear model analysis. The study findings are consistent with the results of previous research that demonstrated a positive association between participating in out-of-class activities and students’ cognitive and social outcomes.","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"5 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":"128335707","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":"Editor's Preface","authors":"Sang Hoon Bae","doi":"10.3224/ijree.v5i2.01","DOIUrl":"https://doi.org/10.3224/ijree.v5i2.01","url":null,"abstract":"","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114726932","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: Palsdottir, Kolbrun/Kristjansdottir, Steingerður: Leisure-time centres for 6–9 year old children in Iceland; policies, practices and challenges, IJREE, Vol. 5, Issue 2-2017, pp. 211-216. https://doi.org/10.3224/ijree.v5i2.08
{"title":"Leisure-time centres for 6–9 year old children in Iceland; policies, practices and challenges","authors":"K. Pálsdóttir, Steingerður Kristjánsdóttir","doi":"10.3224/ijree.v5i2.08","DOIUrl":"https://doi.org/10.3224/ijree.v5i2.08","url":null,"abstract":"Bibliography: Palsdottir, Kolbrun/Kristjansdottir, Steingerður: Leisure-time centres for 6–9 year old children in Iceland; policies, practices and challenges, IJREE, Vol. 5, Issue 2-2017, pp. 211-216. https://doi.org/10.3224/ijree.v5i2.08","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"50 s175","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132226851","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 analyzes the work of pedagogues in the Danish Primary School and Leisuretime Center. With a reform in 2014, schooldays are prolonged and hours for leisure-time pedagogy in the afternoons have become fewer. Time pressure and a focus on effectiveness have become crucial, and core pedagogical ideas are seemingly changing. On the basis of qualitative data material and sociological theories our analysis suggests a new concept: timeagogy. Timeagogy is a rising phenomenon deriving from the tense relationship between societal acceleration and renewed pedagogical demands on the one hand, and the pedagogue’s subjective practices on the other.
{"title":"On the move from pedagogy to timeagogy? Or how time constitutes the work of pedagogues in the Danish Primary School and Leisure-time Center","authors":"David Thore Gravesen, L. Ringskou","doi":"10.3224/IJREE.V5I2.04","DOIUrl":"https://doi.org/10.3224/IJREE.V5I2.04","url":null,"abstract":"This article analyzes the work of pedagogues in the Danish Primary School and Leisuretime Center. With a reform in 2014, schooldays are prolonged and hours for leisure-time pedagogy in the afternoons have become fewer. Time pressure and a focus on effectiveness have become crucial, and core pedagogical ideas are seemingly changing. On the basis of qualitative data material and sociological theories our analysis suggests a new concept: timeagogy. Timeagogy is a rising phenomenon deriving from the tense relationship between societal acceleration and renewed pedagogical demands on the one hand, and the pedagogue’s subjective practices on the other.","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123903180","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: Underwood, Charles/Welsh Mahmood, Mara: University-Community Links: A Collaborative Strategy for Supporting Extended Education, IJREE, Vol. 5, Issue 2-2017, pp. 207-210. https://doi.org/10.3224/ijree.v5i2.07
参考书目:Underwood, Charles/Welsh Mahmood, Mara:大学-社区联系:支持扩展教育的协作策略，IJREE, Vol. 5, Issue 2-2017, pp. 207-210。https://doi.org/10.3224/ijree.v5i2.07
{"title":"University-Community Links: A Collaborative Strategy for Supporting Extended Education","authors":"Charles F. Underwood, M. W. Mahmood","doi":"10.3224/IJREE.V5I2.07","DOIUrl":"https://doi.org/10.3224/IJREE.V5I2.07","url":null,"abstract":"Bibliography: Underwood, Charles/Welsh Mahmood, Mara: University-Community Links: A Collaborative Strategy for Supporting Extended Education, IJREE, Vol. 5, Issue 2-2017, pp. 207-210. https://doi.org/10.3224/ijree.v5i2.07","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"197 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132155769","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}
Board games are traditionally seen as an important Swedish leisure-time centre activity, but research regarding this activity is sparse. This study aims to fill part of that void through a web survey directed to members in a closed Facebook group focusing on leisure-time centres. Fifty-five informants’ answers were analysed using critical discourse analysis to find why staff at leisure-time centres use board games. The article also discusses the subject positions the staff use when playing board games with the children. The results reveal four prominent discourses, which were termed: supporting social structure, learning social competence, substituting digital games, and learning cognitive abilities. The results also reveal three subject positions while playing board games: developer, supervising judge, and participant. The informants’ discourses regarding their reasons for using board games and the positions the staff settled into while playing board games drew mostly from a social pedagogical arena. However, features that emphasize traditional school related content are also evident.
{"title":"Why use board games in leisure-time centres? Prominent staff discourses and described subject positions when playing with children","authors":"B. Haglund, Louise Peterson","doi":"10.3224/ijree.v5i2.06","DOIUrl":"https://doi.org/10.3224/ijree.v5i2.06","url":null,"abstract":"Board games are traditionally seen as an important Swedish leisure-time centre activity, but research regarding this activity is sparse. This study aims to fill part of that void through a web survey directed to members in a closed Facebook group focusing on leisure-time centres. Fifty-five informants’ answers were analysed using critical discourse analysis to find why staff at leisure-time centres use board games. The article also discusses the subject positions the staff use when playing board games with the children. The results reveal four prominent discourses, which were termed: supporting social structure, learning social competence, substituting digital games, and learning cognitive abilities. The results also reveal three subject positions while playing board games: developer, supervising judge, and participant. The informants’ discourses regarding their reasons for using board games and the positions the staff settled into while playing board games drew mostly from a social pedagogical arena. However, features that emphasize traditional school related content are also evident.","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"44 20","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113936131","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：