Inhalt

IJREE – International Journal for Research on Extended Education
1-2022: Free Contributions

Sang Hoon Bae: Editor’s Preface

General Contributions
Linnéa Stenliden / Helene Elvstrand / Lina Lago: Digital Learning Activities at School-age Educare when Policy Reforms Calls for Educational Change
Karsten Wutschka / Karin Lossen: Promoting Commitment: The Influence of School Culture and Work-Related: Emotional Variables on the Affective Commitment of Teachers at German All-Day Schools
Andrea Vest Ettekal / Brittany Thompson / Olga Kornienko: Examining the Dynamic Interplay of Motivation and Friendships within a Collegiate Extracurricular Activity in the U.S.: The Case of Marching Band
Sang Hoon Bae / Soo Jeong Hwang / Bo Kyoung Byun: Pattern of Out-of-Class Activities of Korean University Students: Latent Profile Analysis

Development
Haiqin Ning / Jule Schmidt / Nanine Lilla / Marianne Schüpbach: Educational Success and Social Participation of Socially and Educationally Disadvantaged Students with Migration Background in Extended Education

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Zusätzliche Informationen

Autor*innen

Sang Hoon Bae

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Linnéa Stenliden

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Lina Lago

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Karsten Wutschka

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Karin Lossen

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Andrea Vest Ettekal

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Brittany Thompson

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Olga Kornienko

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Soo Jeong Hwang

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Bo Kyoung Byun

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Haiqin Ning

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Jule Schmidt

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Nanine Lilla

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Marianne Schüpbach

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Helene Elvstrand

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Keywords

all-day schools, college students, commitment, DGfE Kongress, digital competence, digital learning activities, disadvantaged students, educational change, educational success, extracurricular activities, friendships, high impact practices, Korean university, latent profile analysis, leadership, main concerns, Motivation, pattern, policy reform, school culture, school-age educare, social network analysis, students migration background, teacher

Abstracts

Digital Learning Activities at School-age Educare when Policy Reforms Calls for Educational Change (Linnéa Stenliden, Helene Elvstrand, Lina Lago)
This study examines teachers’ accounts of what is happening in practices of the School-age Educare centre (SAEC) when faced with pressure from policy reforms to adopt digital technology and promote digital competence as both a requirement and a right for all children. The aim is to explain anticipated tensions that may produce the (im)possible digital practices of SAECs. The study is conducted with teachers from three SAECs in Sweden. Reflection conversations and interviews were used to produce data that was analysed using a constructivist grounded theory approach. The study contributes to understandings of teachers’ main concerns when SAECs are requested to adopt technology and align with reforms. It explains how tensions emerge, impact SAEC teachers’ actions towards revised curricula and affect the distribution of digital learning activities. Attention is asked to ensure that the rights of also young pupils are upheld in the digital world of today and tomorrow. Keywords: School-age Educare, policy reform, digital competence, digital learning activities, main concerns, educational change
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Promoting Commitment: The Influence of School Culture and Work-Related Emotional Variables on the Affective Commitment of Teachers at German All-Day Schools (Karsten Wutschka, Karin Lossen)
A variety of reform and development efforts in the German educational system, especially the extension of the school day, going along with an increasing autonomy of individual schools and extending demands on teachers led to growing interest in business science concepts being applied in the field of school development research. A main emphasis lies in the commitment of teachers who are responsible for the implementation and the success of these reforms. The aim of this paper is to identify reasons that lead to a high level of commitment of the teaching staff with a focus on German all-day schools. The intended results will be obtained by a structural equation model based on the information provided by 649 primary all-day school teachers. In addition to the relationships with other actors in the school, which are summarised under the heading of school culture, variables relating to the personalities of the teachers can be identified as predictive. Keywords: Teacher, Commitment, Leadership, School Culture, All-Day Schools
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Examining the Dynamic Interplay of Motivation and Friendships within a Collegiate Extracurricular Activity in the U.S.: The Case of Marching Band (Andrea Vest Ettekal, Brittany Thompson, Olga Kornienko)
Research links extracurricular activity (ECA) participation to developmental outcomes, yet little is known about social processes that occur within ECAs. We examine associations between motivation (intrinsic, extrinsic) and friendship processes (selection, influence) within a collegiate marching band in the US (n=193). Using social network analysis, we found evidence of selection, but not influence, on motivation. Selection findings differed by motivation type, such that extrinsic motivation was associated with increased friend nominations, whereas intrinsic motivation was associated with decreased nominations. Unexpected findings are explained by the context of this highly specialized ECA. Implications for supporting motivation in extended education settings are discussed. Keywords: social network analysis, extracurricular activities, college students, friendships, motivation
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Pattern of Out-of-Class Activities of Korean University Students: Latent Profile Analysis (Sang Hoon Bae, Soo Jeong Hwang, Bo Kyoung Byun)
This study examined how HIP participation patterns differ among students in different Korean universities. Moreover, this study explored whether there is an association between the likelihood of a student belonging to a specific group and their individual characteristics along with their university’s supportive campus environment. This study analyzed the data from the 2019 wave of the Korean-NSSE (National Survey of Student Engagement), and the samples included 12,784 college seniors from 112 institutions. Furthermore, it employed latent profile analysis and multinomial logistic regression. As a result, this research identifies five distinctive HIP participation patterns. Family income and student-faculty interaction levels determine which group a student belongs to. For example, economically disadvantaged students tend to belong to a group with lower participation in study abroad programs. Finally, the supportive campus environment was strongly associated with being a member of actively participating groups compared to being in a less engaged group. Keywords: high impact practices, pattern, Korean University, latent profile analysis
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