Inhalt

IJREE – International Journal for Research on Extended Education
2-2023: Free Contributions

Sang Hoon Bae: Editor’s Preface

General Contributions
Anna-Maria S. Marekovic / Anna Liisa Närvänen: Cooling Out and Warming Up – Professional Strategies in the Education of Newly Arrived Migrant Students in Sweden
Kolbrún Þ. Pálsdóttir: Extended education and well-being of children: A case study of Iceland
Maria Hjalmarsson / Birgitta Ljung Egeland / Peter Carlman: Professional Dilemmatic Spaces in Swedish School-Age Educare
Sang Hoon Bae / Meoung Gun Jo / Song Ie Han: Unmasking Student Dynamics: the Impact of COVID-19 on Social-Emotional Development and Learning Engagement

Book Review
Phebe Chew: Youthsites: Histories of Creativity, Care, and Learning in the City

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Zusätzliche Informationen

Additional Content

Table of Contents / Inhaltsverzeichnis
Extracts / Leseproben

Autor*innen

Sang Hoon Bae

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Anna-Maria S. Marekovic

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Anna Liisa Närvänen

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Kolbrún Þ. Pálsdóttir

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Maria Hjalmarsson

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Birgitta Ljung Egeland

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Peter Carlman

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Meoung Gun Jo

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Song Ie Han

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Phebe Chew

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Keywords

cooling out, COVID-19, dilemmatic spaces, Educational policy, educational trajectory, extended education, inhabited institutionalism, learning engagement, leisure, LPA, newly arrived migrant student, pupils, school professionals, school-age educare, school-aged educare, September 2024, social-emotional development, teachers, warming up, well-being

Abstracts

Cooling Out and Warming Up – Professional Strategies in the Education of Newly Arrived Migrant Students in Sweden (Anna-Maria S. Marekovic, Anna Liisa Närvänen)
This study explores how school professionals manage the challenges of educating newly arrived migrant students (NAMS), with a focus on the transition from the Language Introduction Program (LIP) to a national upper secondary school program or alternative forms of education. We draw on the theoretical framework of Inhabited Institutionalism to understand how school professionals’ interpretations and sense-making of external policy pressures and internal challenges of teaching a diverse group of students are shaped by social interaction. The study reveals that professionals are critical of the educational system and ist consequences for NAMS’ education, due to its rigid admission requirements and unrealistic timeframes. To mitigate the potential effects on students’ educational trajectories, the professionals employ both cooling-out and warming-up strategies. The study emphasizes the significance of social interaction among school professionals in interpreting the educational system and its consequences and suggests that the outcome of negotiations among professionals regarding different strategies is likely to have a significant impact on the future trajectories of NAMS. Keywords: school professionals, newly arrived migrant student, inhabited institutionalism, educational trajectory, cooling out, warming up
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Extended education and well-being of children: A case study of Iceland (Kolbrún Þ. Pálsdóttir)
This article explores the emergent trend of global educational policy which focuses on educational values such as well-being and holistic skills. It makes connections between the emergent trend of “education-as-flourishing” and current developments of extended education, using a specific case for illustration, i.e. school-age educare in Iceland. The author argues that there is an internal tension in the current educational global policy which emphasizes holistic skills and well-being in education but eventually produces a policy framework that overlooks the educational pathways of learners through extended education spaces. The case study shows that the manifold learning outcomes of extended education are largely overlooked in policy and practice. There are external and internal challenges at play that feed this tension, specifically a lack of agency of stakeholders and a supportive social structure. A new Act on Well-being of Children in Iceland encourages municipalities and professionals to align resources from diverse sectors, such as education, health, and social services. This study indicates a primary need for policy makers to work strategically with educators from all sectors to develop innovate educational practices within and outside of school to support the education and well-being of children and youth. Keywords: Educational policy, well-being, extended education, school-aged educare
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Professional Dilemmatic Spaces in Swedish School-Age Educare (Maria Hjalmarsson, Birgitta Ljung Egeland, Peter Carlman)
Global interest in the field of extended education has increased over the past two decades. Extended education in the context of Swedish school-age educare has a unique position in the school system due to its voluntariness and governance as well as the free time and leisure activities it offers pupils and the lack of set learning outcomes. These features create dilemmas for teachers; thus, this study aims to generate knowledge about the complex and challenging dilemmas of school-age educare teachers in their professional work. The results are derived from a thematic analysis of two sets of data: oral and written reflections from 22 school-age educare teachers. The three themes of the teachers’ dilemmas identified concern compulsory school vs. SAEC, offering pupils attractive teaching methods and content, and differing experiences and perspectives among the staff. The dilemmatic spaces that are recognised actualise positions and negotiations in everyday practices in relation to the teachers’ professional identities. The findings are expected to be useful as a constructive starting point for policymakers, teacher trainers, and school-age educare teachers to understand this specific educational context and the need for professional development. This study contributes to a further understanding of the multifaceted professional identities of school-age educare teachers. Keywords: Dilemmatic spaces, extended education, leisure, pupils, school-age educare, teachers
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Unmasking Student Dynamics: the Impact of COVID-19 on Social-Emotional Development and Learning Engagement (Sang Hoon Bae, Meoung Gun Jo, Song Ie Han)
This study aimed to examine the impact of COVID-19 on the pattern of socialemotional development and learning engagement of Korean students. It employs latent profile analysis to categorize middle and high school students based on their social-emotional development (action-orientation, optimism, perseverance, relationship with adults) and learning engagement (cooperative learning, and self-directed learning). The analysis, conducted during the fall semester of 2019 and the spring semester of 2020 amid COVID-19 school closures, explores nuanced patterns and effects. The findings reveal distinct student groups with discernible differences across all factors both before and during school closure. Notably, the research suggests that early social-emotional development may influence subsequent developmental stages and that a student’s social-emotional skills correlate with cooperative and self-directed learning. Furthermore, the study highlights the pandemic’s varied impact on student groups, indicating that those with advanced social-emotional competencies and established learning practices were resilient to school closures. In contrast, ’average’ students faced challenges in cooperative and active learning during lockdown. The study underscores the need for targeted educational measures, particularly for at-risk students, and suggests proactive preparation for future pandemics. Keywords: COVID-19, Social-emotional development, Learning engagement, LPA
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