Inhalt

IJREE – International Journal for Research on Extended Education
1-2024: Free Contributions

Sang Hoon Bae: Editor’s Preface

General Contributions
Pariece Nelligan / Daniela DiGiacomo / Phebe Chew / Julian Sefton-Green / Kylie Peppler / Sam Mejias: Exploring the Long-Term Impacts of Out-of-School Arts Participation Among Marginalized Youth
Michelle Jutzi / Thomas Wicki / Barbara Stampfli: Towards a Holistic Model of Extended Education in the Public School System: Three Schools on the Way to Integrated All-Day Schools
Anneli Hippinen Ahlgren: Pedagogical Content Knowledge in Written Educational Plans in the School-Age Educare Setting
Lars Wallner / Magnus Jansson: Transformations of Digital to Analogue – Children Bringing Popular Culture Artefacts and Media into Swedish School-Age Educare

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Zusätzliche Information

Zusatzmaterial

Table of Contents / Inhaltsverzeichnis
Extracts / Leseproben

Autor*innen

Pariece Nelligan

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Daniela DiGiacomo

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Phebe Chew

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Julian Sefton-Green

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Kylie Peppler

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Sam Mejias

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Michelle Jutzi

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Thomas Wicki

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Barbara Stampfli

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Anneli Hippinen Ahlgren

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Lars Wallner

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Magnus Jansson

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Schlagwörter

arts education, boundary object, childhood, children’s influence, extended education, Fortnite, integrated all-day schools, Januar 2025, leisure, long-term impact, marginalized youth, out-of-school time learning, PCK, planning, public school system, qualitative longitudinal study, school development, school-age educare, Teaching, TikTok, youth programs

Abstracts

Exploring the Long-Term Impacts of Out-of-School Arts Participation Among Marginalized Youth (Pariece Nelligan, Daniela DiGiacomo, Phebe Chew, Julian Sefton-Green, Kylie Peppler, Sam Mejias)
The benefit of participating in Out-of-School Time (OST) arts programs has been widely documented in studies that often reflect impact over short timeframes. Youth arts organisations often bear extraordinary claims about the impact of programs, and the value they hold especially in the lives of those who face difficult social circumstances. This paper reports the findings of a systematic review examining the long-term impacts of participating in arts-based OST programs with a particular focus on the experiences of marginalized youth. It provides a nuanced account of the field from the viewpoint of various research disciplines and develops an understanding of how researchers and/or program evaluators approach the challenges of long-term data collection in the face of time and resource constraint. Our review provides an overview of the way arts participation is measured and the types of subjective impacts that emerge as a result. Consequently, we develop a more comprehensive understanding of what constitutes arts education and learning in contemporary life, and a record of the types of impacts that generate change from a long-term perspective. Keywords: Arts education, out-of-school time learning, youth programs, marginalized youth, long-term impact
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Towards a Holistic Model of Extended Education in the Public chool System: Three Schools on the Way to Integrated All-Day Schools (Michelle Jutzi, Thomas Wicki, Barbara Stampfli)
Integrated all-day schools (ADS) follow a holistic approach, arguing that different forms of learning (informal, formal, non-formal) are equally important for students, and provide instruction and care by a constant team of teachers and care professionals. Using a qualitative longitudinal design, the research uses development phases to analyze the evolution of the holistic approach to children learning from 2020 to 2022 in three ADS. Findings show that the ADS embark on a school development journey as they try to integrate different learning cultures and professional approaches within one organization. The qualitative data shows a strong start, but challenges emerge in the daily practices. By April 2021, all three ADS teams emphasize the resolution of initial professional conflicts resulting from different professional backgrounds. Staff turnover and changes in management have a strong impact on the development journeys. The conclusion highlights that the non-linear organizational development process requires constant revision of strategy and structure. Commitment of all staff to this integration of care and instruction is crucial, which is impeded by limited time for pedagogical culture development. This article advances the understanding of the development process of integrated ADS and highlights challenges and benefits. Keywords: Integrated All-Day Schools, School Development, Extended Education, Public School System, Qualitative Longitudinal Study
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Pedagogical Content Knowledge in Written Educational Plans in the School-Age Educare Setting (Anneli Hippinen Ahlgren)
This study focuses on written educational plans in the school-age educare (SAEC) setting. The purpose of the study is to add to knowledge about planning in the SAEC setting. The study also focuses on how SAEC teachers’ pedagogical content knowledge could be understood through written educational plans. The material in the study includes written plans from four different SAEC centres. The plans are analysed using concepts from the theoretical framework in the study; pedagogical content knowledge. The results show how curricular knowledge, subject matter knowledge, pedagogical knowledge, and contextual knowledge are identified in the written educational plans in two themes: from content to activity plans and children’s influence plans. The results show descriptions in the written educational plans of how content is transformed into teaching situations and activities. It also shows how children’s influence is identified as both content of the plan and as a teaching strategy within the plan. Teaching in the SAEC setting is a complex issue involving goal-oriented activities, activities with children’s influence as a starting point, and teaching in the informal open space. Keywords: Planning, school-age educare, PCK, teaching, children’s influence
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Transformations of Digital to Analogue – Children Bringing Popular Culture Artefacts and Media into Swedish School-Age Educare (Lars Wallner, Magnus Jansson)
This article explores children’s use of digital popular culture as boundary objects, and the transmedial boundary work done in Swedish school-age educare (SAEC) centres. As children bring their experiences of digital media into everyday SAEC practices, they influence, and are influenced by, others around them, children as well as adults. Through field observations conducted in a Swedish SAEC centre in southern Sweden, we collected ethnographic field data, together with two groups of children in Years 2–3 (aged 8–9) and staff. In total, 47 children and 7 staff members took part in the study. Using Star and Griesemer’s (1989) theory on boundary objects, we analyse how children’s digital popular-cultural interests are brought into, and made relevant to, SAEC practice. The results show that children’s use of digital media is transformed in SAEC activities into analogue content – drawing, dancing, etc. – and that these activities are ways for children to establish social relations by displaying and sharing their interests. These results have impact for the continued development of extended education, the use of digital media and its value for SAEC, as well as teachers’ ongoing practice. Keywords: boundary object, childhood, extended education, Fortnite, leisure, TikTok
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