Inhalt
IJREE – International Journal for Research on Extended Education
2-2016: Practitioner´s Use of Research to Improve Their Practices within Extended Educational Provisions
Main Topic
Jennifer Cartmel / Kylie Brannelly: A Framework for Developing the Knowledge and Competencies of the Outside School Hours Services Workforce
Joseph L. Mahoney: Practitioners’ Use of Research in Decision Making about Organized Out-of-School Time Programs Serving Adolescents
Stephan Kielblock / Johanna M. Gaiser: The Impact of Using Research on Teaching Practices of Non-Teacher Practitioners within German All-Day Schools
General Contributions
Susanne Kreitz-Sandberg: Improving Pedagogical Practices through Gender Inclusion: Examples from University Programmes for Teachers in Preschools and Extended Education
Lukas Frei / Marianne Schuepbach / Wim Nieuwenboom / Benjamin von Allmen: Extended Education and Externalizing Behavior: Utilization Intensity, Interaction Quality and Peers as Possible Moderators
Chitra Golestani: Social Activism and Extended Education
Developments in the Field of Extended Education
Sang Hoon Bae / Jee In Hong: Expanding the Horizon of Research in Extended Education: Perspective, Fields, and Methods
Irene Audain: Informal Extended Education in Scotland. An Overview of School Age Childcare
Reviews
Daniela Kruel DiGiacomo: (Dis)Connection: Toward a more nuanced understanding of young people’s learning and new media practices in 2016
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Abstracts
A Framework for Developing the Knowledge and Competencies of the Outside School Hours Services Workforce (Jennifer Cartmel, Kylie Brannelly)
A skilled workforce is critical to the delivery of quality school age care services. A strategy called Core Knowledge and Competency (CKC) Framework was designed to build the skills and knowledge of after school care educators as they provided before and after school programs in Queensland, Australia. The strategy was to help educators meet the Australian National Quality Standard for Early Childhood Education and Care and School Age Care (National Quality Standards) (NQS). This article describes the use of realist evaluation principles to examine the implementation of this strategy. Improvements to the quality of the workforce were reported including less staff turnover, increased capacity and competence of educators which would result in enhanced outcomes for children. However the implementation of the strategy relied on highly competent leaders within the services. Keywords: workforce development, mentors, school-aged care, leadership, child development
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Practitioners’ Use of Research in Decision Making about Organized Out-of-School Time Programs Serving Adolescents (Joseph L. Mahoney)
Research shows that adolescent participation in organized out-of-school time (OST) programs (e.g., after-school programs) is linked to positive developmental outcomes. However, whether OST program practitioners use this research to inform their decision making is unclear. Therefore, a scienceto- practice gap may exist in OST programs. To assess the use of research, 21 OST program directors from the United States were interviewed. Directors identified the components of their programs (i.e., goals and activities) and rationales for choosing each component. Direct questions about the use of research in making program decisions were asked. Findings revealed that use of empirical research was seldom mentioned. Practitioners referred to research in other terms including attending trainings, online searches, and learning from other programs. This suggests there is a science-to-practice gap in OST programs, but also points to several ways that researcher-practitioner partnerships may narrow the gap. Keywords: out-of-school time, after-school programs, adolescence, decision making, use of research
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The Impact of Using Research on Teaching Practices of Non-Teacher Practitioners within German All-Day Schools (Stephan Kielblock, Johanna M. Gaiser)
According to the literature, practitioners’ use of research appears to play an important role in facilitating high-quality applied practice. Previous studies indicate that teachers have a positive attitude towards using research, but that they are rarely successful in implementing it in their actual practice. There appears to be a scarcity of studies that have considered the non-teacher practitioner. This paper analyses interviews conducted with non-teacher practitioners (n=20) who work in extracurricular programmes of German primary and secondary all-day schools. The interview data suggests that some practitioners gather evidence to inform their practices. A deeper analysis of two cases revealed how research was transferred into action. They provided examples of how practitioners could use research to improve their approach with children and young people. The conclusion of this paper emphasises the need to foster evidence-based practices, as well as rigorous problem-solving and decision-making, in the field of extended education. Keywords: use of research, evidence-based practice, non-teacher practitioners, German all-day school (Ganztagsschule)
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Improving Pedagogical Practices through Gender Inclusion: Examples from University Programmes for Teachers in Preschools and Extended Education (Susanne Kreitz-Sandberg)I
Working with gender equality in teacher education embraces a wide range of policies and practices. Against the backdrop of relevant research on gender in preschools, universities and teacher education, the study provides an outlook of the praxis on selected Swedish university programmes for preschool teacher education and teachers in extended education. The study is inspired by educational ethnography and applies quantitative and qualitative text analyses of programme and course documents. The article describes how gender perspectives can be systematically incorporated into university teaching through curriculum design and constructive aligned teaching. The author discusses whether the described pedagogical practices and gender inclusion in higher education have the potential to promote (preschool) teacher students’ systematic acquisition of values, knowledge and skills as a precondition for improving sustainable pedagogical practices. The article also touches on the relevance of the results for the field of extended education and academic training for pedagogues and teachers who work in non-formal educational settings. Keywords: gender, preschool, extra-curricular education, preschool teacher education, sustainability, intersectionality, theory and practice
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Extended Education and Externalizing Behavior: Utilization Intensity, Interaction Quality and Peers as Possible Moderators (Lukas Frei, Marianne Schuepbach, Wim Nieuwenboom, Benjamin von Allmen)
So far, empirical evidence regarding the effects of extended education on externalizing behavior is mixed. To explore possible moderators, multilevel-analyses were conducted in a longitudinal sample of 492 students from 51 all-day schools in Switzerland. No main effects of utilization intensity, interaction quality and externalizing behavior in peers on the development of externalizing behavior from grade 1 to grade 2 were found. However, the relationship between utilization intensity and change in externalizing behavior was moderated by externalizing behavior in peers and by caregiver-student interactions. Subsequent analyses display a complex pattern of these cross-level interactions, indicating confounding characteristics. Implications for future research are discussed. Keywords: extended education, all-day schools, externalizing behavior, quality, peer contagion
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Social Activism and Extended Education (Chitra Golestani)
Partnerships between schools and non-governmental organizations (NGOs) are common in extended education providing students broader choices in after-school programing. This article explores how collaboration between educators teaching in after-school clubs and an international human rights NGO, Invisible Children, mobilized student activism across the United States in middle schools, high schools and on junior college campuses. This study suggests that collaboration between teachers in and out-of-school time (OST) with one or more NGOs produced insights in three categories: 1) teachers’ perceptions about student sociopolitical consciousness (SPC), 2) teacher pedagogy and praxis, and 3) student leadership and activism. The results pose opportunities to conduct further research on: 1) the impact of a mutually reinforcing process of teacher and student activism, 2) benefits and constraints of NGO collaboration within schools, and 3) emergence of global citizenship education for sustainable social change. Keywords: After-school, student activism, global citizenship, youth development
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