Inhalt
IJREE – International Journal for Research on Extended Education
1-2019: Free Contributions
General Contributions
Benjamin von Allmen / Marianne Schüpbach / Lukas Frei / Wim Nieuwenboom: The Effect of Utilization of Extended Education Offerings and of Their Quality on Reading Achievement at Open-Attendance All-Day Schools
Birgitta Lundbäck / Linda Fälth: Leisure-Time Activities Including Children with Special Needs: A Research Overview
Larry E. Suter: Results of an Exploratory Analysis of PISA 2015 Survey of Student Participation in Outside-School-Time Programs
Emanuela Chiapparini / Andrea Scholian / Patricia Schuler / Christa Kappler: All-Day Schools and Social Work: A Swiss Case Study
Michelle Jutzi / Rebecca H. Woodland: The After-School Program Collaboration Quality Index (CQI): Results of a Validation Study
Sang Hoon Bae / Hyowon Park / Eun Ju Kwak / Eunwon Cho / Hyeonseok Jung: Global Pattern of Extended Education and Its Impact on Educational Outcomes: The Case of Science Education
DEVELOPMENTS in the Field of Extended Education
Chang Sung Jang: Navigating Partnership Model for Expanded Learning Opportunities: A Case of the State of Oklahoma
Jennifer Cartmel: School Age Care Services in Australia
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Abstracts
The Effect of Utilization of Extended Education Offerings and of Their Quality on Reading Achievement at Open-Attendance All-Day Schools (Benjamin von Allmen, Marianne Schüpbach, Lukas Frei, Wim Nieuwenboom)
This paper investigates the effect of primary school students’ utilization of extended education offerings and of the quality of extended education on reading achievement in the Germanspeaking part of Switzerland. All-day schools are being set up. Among other reasons, as a means to level the increasing scholastic demands in the primary schools. In this context, it is expected that students’ utilization of extended education will have a positive impact on their reading achievement. The authors analyzed data on 1,002 students from the longitudinal ‘EduCare-TaSe: All-Day School and School Success?’ study. Extended education offerings did not have a general effect on reading achievement. There was also no compensatory effect regarding the language spoken at home or socioeconomic status. However, the quality of extended education offerings had a positive effect on reading achievement in students with long-term utilization of extended education offerings. Keywords: all-day school, reading achievement, compensatory effects
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Leisure-Time Activities Including Children with Special Needs: A Research Overview (Birgitta Lundbäck, Linda Fälth)
In Sweden and the other Scandinavian countries children are offered a curricular based combination of care and teaching before and after compulsory school hours. These leisure time centers, so-called fritidshem, are offered to children aged between 6 and 12 whose parents’ study or work, as well as to children that require special development support. The aim of this systematic literature review was to investigate how similar activities are described in international research. The focus was on children aged 6-12 who have been assessed to need special support. The initial step in this literature survey was the reading of 108 abstracts from academic articles. The second step included 21 articles that were read in their entirety. Fourteen of them met the sampling criteria and were included in the result section. The Nordic model combines care and curricular activities before and after compulsory school hours. In other countries activities taking place after school hours are separated into activities meeting children’s need of care and activities supplementing school. Another result that became clear in this research is the need of further studies to map pre- and after-school activities where children are simultaneously offered development support and care, with special focus on children in need of extra support. Key words: after school activities, leisure time activities, leisure time center, special needs
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Results of an Exploratory Analysis of PISA 2015 Survey of Student Participation in Outside-School-Time Programs (Larry E. Suter)
The Program for International Student Assessment (PISA) by the OECD measures student study time during formal school periods and during periods of out-of-school-time (OST). The purpose of these items is to account for differences in country to country achievement levels. However, analyses of the impact of additional study time on student achievement have produced conflicting results across countries. While more time given to a school subject within formal school is positively related to achievement in that topic, more time spent on OST is negatively related to average achievement between and within countries. The paper proposes a reconceptualization of OST and achievement by integrating theoretical frameworks of study time, student abilities, and student feelings of efficacy. The results of a descriptive and conceptual analysis of a set of new survey items in the 2015 PISA for 22 countries shows that students benefit from additional study time by having increased feelings of efficacy in a school subject (such as science) but not in measurable levels of achievement. While country to country levels OST participation rates are different, the patterns of relationships between OST participation, student achievement, and attitudes are similar. Key words: PISA, comparative education, achievement, study time, attitudes
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All-Day Schools and Social Work: A Swiss Case Study (Emanuela Chiapparini, Andrea Scholian, Patricia Schuler, Christa Kappler)
All-day schools are becoming more widespread in Switzerland. They enable pupils to participate in lunchtime and extracurricular activities organized and supervised mostly by social workers. Qualitative data were collected for a project on newly implemented area-wide all-day schools in Zurich, Switzerland’s largest city. The research was funded by the Swiss National Science Foundation (SNSF). Findings indicate that the resulting structural, pedagogical, spatial, and staff changes significantly impact the social work setting. The importance and potential of social work needs to be better communicated to the all-day school community. Key words: all-day schools, leisure time, extracurricular activities, social work, evidence-informed research
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The After-School Program Collaboration Quality Index (CQI): Results of a Validation Study (Michelle Jutzi, Rebecca H. Woodland)
There has been a surge in the demand for the establishment of high-quality after-school programs (ASP) predicated on professional collaboration between in-school and after-school educators (OECD, 2014). In this validation study, we outline the psychometric properties of the Collaboration Quality Index (CQI) comprised of four predominant scales, using data collected from 44 Swiss ASPs and 266 ASP staff members. Internal and external validity findings, as well as bivariate correlations, indicated that the CQI is able to measure specific aspects of professional collaboration that are not accounted for with traditional and stand-alone measurement scales. ASP policy-makers and practitioners are encouraged to utilize the CQI to assess ASPs and use the results to make evidencedbased decisions for improvement. Keywords: after-school programs, collaboration quality, validity
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Global Pattern of Extended Education and Its Impact on Educational Outcomes: The Case of Science Education (Sang Hoon Bae, Hyowon Park, Eun Ju Kwak, Eunwon Cho, Hyeonseok Jung)
Science education as a part of STEM education is becoming important not only for the future success of the individual but also for the economic development of the nation. This study explores the global pattern of extended education and its impact on learning outcomes in the area of science. First, the study found substantial national differences in access to afterschool science programs. Children and youth in developing countries generally lack opportunities to learn science after school, which was found to predict PISA 2015 science achievement in this study. The study suggests that inequality in extended education among countries requires urgent attention, as does inequality within countries. Second, the study found a negative relationship between additional study time for science and PISA science performance at the national level. Regarding this finding, it is speculated that the content of learning during additional study time differs from that of higher-order learning experiences measured by the PISA science test. The result may also be explained by the argument that the purpose of additional afterschool study is usually remedial lessons and/or test preparation. This cross-national research will provide insights to policy makers who intend to find global patterns in extended education, develop policy direction at the global level, and offer advice to national governments. Keywords: extended education, PISA 2015, afterschool science program, additional study time
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