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ISSN: 2196-3673

IJREE 1-2016 | Professionalization and Professionalism of Staff

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ISSN: 2196-3673

Inhalt

IJREE – International Journal for Research on Extended Education
1-2016: Professionalization and Professionalism of Staff

Main Topic
Michelle Jutzi / Marianne Schuepbach / Lukas Frei / Wim Nieuwenboom / Benjamin von Allmen: Pursuing a Common Goal: How School Principals and After-school Directors Perceive Professional Culture of Collaboration
Oliver Böhm-Kasper / Vanessa Dizinger / Pia Gausling: Multiprofessional Collaboration Between Teachers and Other Educational Staff at German All-day Schools as a Characteristic of Today’s Professionalism
Deborah Lowe Vandell / Jenel Lao: Building and Retaining High Quality Professional Staff for Extended Education Programs
Tiffany Berry / Michelle Sloper / Hannah Pickar / Harry Talbot: Aligning Professional Development to Continuous Quality Improvement: A Case Study of Los Angeles Unified School District’s Beyond the Bell Branch

General Contributions
Charles Underwood / Mara Welsh Mahmood / Dirce M. F. Pranzetti / Maria Cecίlia Toloza de O. Costa: Animating Mastery: Navigational Play as Integrative Learning
Markus Sauerwein / Désirée Theis / Natalie Fischer: How Youths’ Profiles of Extracurricular and Leisure Activity Affect Their Social Development and Academic Achievement
Lena Boström / Gunnar Augustsson: Learning Environments in Swedish Leisure-time Centres: (In)equality, ‘Schooling’, and Lack of Independence

Developments in the Field of Extended Education
Ann-Katrin Perselli / Gunnar Augustsson / Lena Boström: A Web Survey on Learning Environments and Staff in Swedish Leisure-Time Centres as a Starting Point for a Nordic Research Networkand International Cooperation

Reviews
Paige Mustain: Documenting and Assessing Learning in Media-Rich Informal Environments

Download of Table of Contents / Inhaltsverzeichnis herunterladen

 

Download of single articles (Open Access/fee-based): ijree.budrich-journals.com
You can register here for the IJREE alert.

Einzelbeitrag-Download (Open Access/Gebühr): ijree.budrich-journals.com
Sie können sich hier für den IJREE-Alert anmelden.

Zusätzliche Information

Verlag

ISSN

2196-3673

eISSN

2196-7423

Jahrgang

4. Jahrgang 2016

Ausgabe

1

Erscheinungsdatum

Aug-16

Umfang

159

Sprache

Englisch

Format

17 x 24 cm

DOI

https://doi.org/10.3224/ijree.v4i1

Open Access-Lizenz

https://creativecommons.org/licenses/by-nc-nd/3.0/de

Homepage

https://ijree.budrich-journals.com

Bewertungen

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Schreibe die erste Bewertung für „IJREE 1-2016 | Professionalization and Professionalism of Staff“

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Autor*innen

Marianne Schuepbach
Benjamin von Allmen
Oliver Böhm-Kasper
Vanessa Dizinger
Deborah Lowe Vandell
Charles Underwood
Mara Welsh Mahmood
Dirce M.F. Pranzetti
Maria Cecίlia Toloza de O. Costa
Markus Sauerwein
Gunnar Augustsson
Ann-Katrin Perselli

Schlagwörter

academic achievement, Adolescent development, after-school programs, All day staff, all-day school, Collaboration, Collective attitudes, extended education, Extracurricular activity, Germany, Integrative learning, learning, Learning environment, Leisure, leisure-time centres, Los Angeles, Navigational play, Organizational development, participatory appropriation, professional development, Professionalism, professionalization, Quality improvement, relational habitus, School culture, Social behavior, social inclusion, Staff development, Sweden, Teachers, third space

Abstracts

Pursuing a Common Goal: How School Principals and After-school Directors Perceive Professional Culture of Collaboration (Michelle Jutzi, Marianne Schuepbach, Lukas Frei, Wim Nieuwenboom, Benjamin von Allmen)
Using quantitative data from school principals (SPs) and after-school program directors (ASDs) in 37 primary schools and after-school programs (ASPs) in Switzerland, this study examines the Perceived Professional Culture of Collaboration (PPCoC) as an aspect of school culture and professionalism of educational staff. The group comparisons confirm that the ASDs and SPs significantly differ on how they rate the PPCoC, even if they belong to the same school context. However, this study did not find significant group differences on the goals which the two leaders associate with the development of the ASP. Regression analyses indicate that having written guidelines focused on collaboration is the strongest predictor of a positive rating of the PPCoC for both leaders. PPCoC ratings for ASDs were additionally linked to their individual goals towards ASPs. Finally, this study points out that organizational attributes and individual goals are connected to the development of a shared attitude towards collaboration (PPCoC) as an important aspect of the quantity and quality of ASP development, as a means to define the goals and professionalize ASP practice. Keywords: Professionalism, After-School Programs, Collaboration, Collective Attitudes, Organizational Development, School Culture
» Download Single Contribution Free of Charge (Budrich Journals) / Einzelbeitrag kostenlos herunterladen (Budrich Journals)

Multiprofessional Collaboration Between Teachers and Other Educational Staff at German All-day Schools as a Characteristic of Today’s Professionalism (Oliver Böhm-Kasper, Vanessa Dizinger, Pia Gausling)
The present article uses two empirical studies to look at multiprofessional collaboration between teachers and other educational staff at German all-day schools. A quantitative study is used both to develop an instrument for the measurement of multiprofessional collaboration and to analyse the connections between collaborative action and characteristic features of the teaching staff. Additionally, a qualitative study throws light on the extent, challenges and evaluation of multiprofessional collaboration at all-day schools. The two studies point to the fact that multiprofessional collaboration is underdeveloped at German all-day schools as well as to future challenges for closer collaboration between teachers and other educational staff. Keywords: collaboration, professionalism, teachers, all-day staff, all-day school
» Download Single Contribution Free of Charge (Budrich Journals) / Einzelbeitrag kostenlos herunterladen (Budrich Journals)

Building and Retaining High Quality Professional Staff for Extended Education Programs (Deborah Lowe Vandell, Jenel Lao)
High quality afterschool programs foster academic and socio-emotional development in middle childhood and adolescence. The success of these programs is dependent on the skills and competencies of program staff. High quality programs require staff who are able to sustain supportive relationships with young people, foster positive relationships among students, and provide engaging, challenging activities that build on student interests. This paper outlines the core competences and mindsets of staff as the cornerstone of high quality programs and proposes strategies to develop these staff proficiencies more broadly. Testing these strategies can provide rich opportunities for researchers to collaborate with practitioners to design and implement effective approaches to professional development in extended education settings. Keywords: professional development, afterschool programs, program quality, staff development, extended education
» Download Single Contribution Free of Charge (Budrich Journals) / Einzelbeitrag kostenlos herunterladen (Budrich Journals)

Aligning Professional Development to Continuous Quality Improvement: A Case Study of Los Angeles Unified School District’s Beyond the Bell Branch (Tiffany Berry, Michelle Sloper, Hannah Pickar, Harry Talbot)
There is a strong, empirical link between facets of afterschool program quality and a range of positive youth outcomes. However, implementing quality programs that are more likely to produce positive youth development require a high-level of knowledge and expertise among program staff. Training staff on the critical components of high-quality programming requires approaches that are systematic, ongoing, data-driven, inclusive of all staff, embedded into their organizational roles, and supported by organizational leadership. We present a case study of preliminary continuous quality improvement (CQI) system at the Beyond the Bell (BTB) Branch of the Los Angeles Unified School District. We discuss the components of a CQI system (i.e., strategic planning, development of tools, staff development and data use) as well as reflect on important organizational factors that promote CQI. Keywords: after school programming, program quality, professional development, continuous quality improvement
» Download Single Contribution Free of Charge (Budrich Journals) / Einzelbeitrag kostenlos herunterladen (Budrich Journals)

Animating Mastery: Navigational Play as Integrative Learning (Charles Underwood, Mara Welsh Mahmood, Dirce M.F. Pranzetti, Maria Cecίlia Toloza de O. Costa)
This research examines mediational processes in digital activities at Projeto Clicar, a program designed to promote the social inclusion of children living and working on the streets of São Paulo, Brasil. It offers a cognitive ethnography of how the program’s particular relational habitus, or pedagogical frame, shapes children’s participatory appropriation through navigational play in digital learning activities that provide for an integrative sociocultural learning process. Making the relational habitus explicit enables us to observe and clarify the mediational tools and pedagogical strategies that shape children’s navigational play and their ultimate participatory appropriation of program activities, as well as their sense of social inclusion among a community of learners. Keywords: participatory appropriation, third space, relational habitus, navigational play, social inclusion
» Download Single Contribution Free of Charge (Budrich Journals) / Einzelbeitrag kostenlos herunterladen (Budrich Journals)

How Youths’ Profiles of Extracurricular and Leisure Activity Affect Their Social Development and Academic Achievement (Markus Sauerwein, Désirée Theis, Natalie Fischer)
Research has shown that participation in extracurricular activities has a positive effect on adolescents’ social behaviour and academic performance; however, the reciprocal influence of extracurricular activities and leisure on the development of adolescents’ academic performance and social behaviour is unclear. In our study, we investigate the effect of school based and out-of-school leisure activities on adolescent’s social and scholastic development. We also explore how students’ gender, socioeconomic status and ethnicity influence their choice of, and engagement in activities. A sample of 5278 students (females 50%; migrant background 26%) filled in questionnaires in grade 5 and 7 and provided personal background information as well as evidence of their engagement in extracurricular and leisure activities, their social behaviour and academic performance. Using latent class analysis, we distinguished five identity-related patterns of engagement in extracurricular and leisure activities among 5th-graders. We found a connection between adolescents’ gender, socioeconomic status, and ethnicity and their choice of, and engagement in, extracurricular and leisure activities, social behaviour and grades. We also identified a link between adolescents’ patterns of engagement in extracurricular and leisure activities and developmental tendencies in their social behaviour and scholastic achievement between grades 5 and 7. Keywords: extracurricular activity, leisure, adolescent development, academic achievement, social behaviour
» Download Single Contribution Free of Charge (Budrich Journals) / Einzelbeitrag kostenlos herunterladen (Budrich Journals)

Learning Environments in Swedish Leisure-time Centres: (In)equality, ‘Schooling’, and Lack of Independence (Lena Boström, Gunnar Augustsson)
The purpose of this study is to describe and analyse how teachers perceive the internal learning environment at Swedish leisure-time centres and set it in relation to steering documents. The empirical data is based on a comprehensive web-survey of 4,043 leisure-time teachers in Sweden. The methodological approach is a qualitative directed content analysis. The results show large differences and inequalities in the quality of leisure-time centres’ premises, an educational form characterized by integration with school and therefore to some extent lost autonomy. Activities in leisure-time centres combine individuality and social community in creative forms of play and social relationships. Because of this there are complex requirements for premises and dysfunctional premises reduce the opportunities to create good learning environments. The existing conditions for the majority of leisure-time centres do not correspond to the intentions in the steering documents concerning good learning environments. Leisure time centres have started to reproduce the (environmental) logic of ‘traditional teaching premises’ and to ignore their own (environmental) potential, which is even prescribed in specific steering documents. These results have implications for policy decisions and educational development. Keywords: comprehensive survey, internal learning environment, leisure-time centres, Sweden, teachers’ perceptions
» Download Single Contribution Free of Charge (Budrich Journals) / Einzelbeitrag kostenlos herunterladen (Budrich Journals)

Inhalt

Inhalt

IJREE – International Journal for Research on Extended Education
1-2016: Professionalization and Professionalism of Staff

Main Topic
Michelle Jutzi / Marianne Schuepbach / Lukas Frei / Wim Nieuwenboom / Benjamin von Allmen: Pursuing a Common Goal: How School Principals and After-school Directors Perceive Professional Culture of Collaboration
Oliver Böhm-Kasper / Vanessa Dizinger / Pia Gausling: Multiprofessional Collaboration Between Teachers and Other Educational Staff at German All-day Schools as a Characteristic of Today’s Professionalism
Deborah Lowe Vandell / Jenel Lao: Building and Retaining High Quality Professional Staff for Extended Education Programs
Tiffany Berry / Michelle Sloper / Hannah Pickar / Harry Talbot: Aligning Professional Development to Continuous Quality Improvement: A Case Study of Los Angeles Unified School District’s Beyond the Bell Branch

General Contributions
Charles Underwood / Mara Welsh Mahmood / Dirce M. F. Pranzetti / Maria Cecίlia Toloza de O. Costa: Animating Mastery: Navigational Play as Integrative Learning
Markus Sauerwein / Désirée Theis / Natalie Fischer: How Youths’ Profiles of Extracurricular and Leisure Activity Affect Their Social Development and Academic Achievement
Lena Boström / Gunnar Augustsson: Learning Environments in Swedish Leisure-time Centres: (In)equality, ‘Schooling’, and Lack of Independence

Developments in the Field of Extended Education
Ann-Katrin Perselli / Gunnar Augustsson / Lena Boström: A Web Survey on Learning Environments and Staff in Swedish Leisure-Time Centres as a Starting Point for a Nordic Research Networkand International Cooperation

Reviews
Paige Mustain: Documenting and Assessing Learning in Media-Rich Informal Environments

Download of Table of Contents / Inhaltsverzeichnis herunterladen

 

Download of single articles (Open Access/fee-based): ijree.budrich-journals.com
You can register here for the IJREE alert.

Einzelbeitrag-Download (Open Access/Gebühr): ijree.budrich-journals.com
Sie können sich hier für den IJREE-Alert anmelden.

Bibliografie

Zusätzliche Information

Verlag

ISSN

2196-3673

eISSN

2196-7423

Jahrgang

4. Jahrgang 2016

Ausgabe

1

Erscheinungsdatum

Aug-16

Umfang

159

Sprache

Englisch

Format

17 x 24 cm

DOI

https://doi.org/10.3224/ijree.v4i1

Open Access-Lizenz

https://creativecommons.org/licenses/by-nc-nd/3.0/de

Homepage

https://ijree.budrich-journals.com

Bewertungen (0)

Bewertungen

Es gibt noch keine Bewertungen.

Schreibe die erste Bewertung für „IJREE 1-2016 | Professionalization and Professionalism of Staff“

Ihre E-Mail-Adresse wird nicht veröffentlicht Erforderliche Felder sind mit * markiert.

Autor*innen

Autor*innen

Marianne Schuepbach
Benjamin von Allmen
Oliver Böhm-Kasper
Vanessa Dizinger
Deborah Lowe Vandell
Charles Underwood
Mara Welsh Mahmood
Dirce M.F. Pranzetti
Maria Cecίlia Toloza de O. Costa
Markus Sauerwein
Gunnar Augustsson
Ann-Katrin Perselli

Schlagwörter

Pressestimmen

Abstracts

Abstracts

Pursuing a Common Goal: How School Principals and After-school Directors Perceive Professional Culture of Collaboration (Michelle Jutzi, Marianne Schuepbach, Lukas Frei, Wim Nieuwenboom, Benjamin von Allmen)
Using quantitative data from school principals (SPs) and after-school program directors (ASDs) in 37 primary schools and after-school programs (ASPs) in Switzerland, this study examines the Perceived Professional Culture of Collaboration (PPCoC) as an aspect of school culture and professionalism of educational staff. The group comparisons confirm that the ASDs and SPs significantly differ on how they rate the PPCoC, even if they belong to the same school context. However, this study did not find significant group differences on the goals which the two leaders associate with the development of the ASP. Regression analyses indicate that having written guidelines focused on collaboration is the strongest predictor of a positive rating of the PPCoC for both leaders. PPCoC ratings for ASDs were additionally linked to their individual goals towards ASPs. Finally, this study points out that organizational attributes and individual goals are connected to the development of a shared attitude towards collaboration (PPCoC) as an important aspect of the quantity and quality of ASP development, as a means to define the goals and professionalize ASP practice. Keywords: Professionalism, After-School Programs, Collaboration, Collective Attitudes, Organizational Development, School Culture
» Download Single Contribution Free of Charge (Budrich Journals) / Einzelbeitrag kostenlos herunterladen (Budrich Journals)

Multiprofessional Collaboration Between Teachers and Other Educational Staff at German All-day Schools as a Characteristic of Today’s Professionalism (Oliver Böhm-Kasper, Vanessa Dizinger, Pia Gausling)
The present article uses two empirical studies to look at multiprofessional collaboration between teachers and other educational staff at German all-day schools. A quantitative study is used both to develop an instrument for the measurement of multiprofessional collaboration and to analyse the connections between collaborative action and characteristic features of the teaching staff. Additionally, a qualitative study throws light on the extent, challenges and evaluation of multiprofessional collaboration at all-day schools. The two studies point to the fact that multiprofessional collaboration is underdeveloped at German all-day schools as well as to future challenges for closer collaboration between teachers and other educational staff. Keywords: collaboration, professionalism, teachers, all-day staff, all-day school
» Download Single Contribution Free of Charge (Budrich Journals) / Einzelbeitrag kostenlos herunterladen (Budrich Journals)

Building and Retaining High Quality Professional Staff for Extended Education Programs (Deborah Lowe Vandell, Jenel Lao)
High quality afterschool programs foster academic and socio-emotional development in middle childhood and adolescence. The success of these programs is dependent on the skills and competencies of program staff. High quality programs require staff who are able to sustain supportive relationships with young people, foster positive relationships among students, and provide engaging, challenging activities that build on student interests. This paper outlines the core competences and mindsets of staff as the cornerstone of high quality programs and proposes strategies to develop these staff proficiencies more broadly. Testing these strategies can provide rich opportunities for researchers to collaborate with practitioners to design and implement effective approaches to professional development in extended education settings. Keywords: professional development, afterschool programs, program quality, staff development, extended education
» Download Single Contribution Free of Charge (Budrich Journals) / Einzelbeitrag kostenlos herunterladen (Budrich Journals)

Aligning Professional Development to Continuous Quality Improvement: A Case Study of Los Angeles Unified School District’s Beyond the Bell Branch (Tiffany Berry, Michelle Sloper, Hannah Pickar, Harry Talbot)
There is a strong, empirical link between facets of afterschool program quality and a range of positive youth outcomes. However, implementing quality programs that are more likely to produce positive youth development require a high-level of knowledge and expertise among program staff. Training staff on the critical components of high-quality programming requires approaches that are systematic, ongoing, data-driven, inclusive of all staff, embedded into their organizational roles, and supported by organizational leadership. We present a case study of preliminary continuous quality improvement (CQI) system at the Beyond the Bell (BTB) Branch of the Los Angeles Unified School District. We discuss the components of a CQI system (i.e., strategic planning, development of tools, staff development and data use) as well as reflect on important organizational factors that promote CQI. Keywords: after school programming, program quality, professional development, continuous quality improvement
» Download Single Contribution Free of Charge (Budrich Journals) / Einzelbeitrag kostenlos herunterladen (Budrich Journals)

Animating Mastery: Navigational Play as Integrative Learning (Charles Underwood, Mara Welsh Mahmood, Dirce M.F. Pranzetti, Maria Cecίlia Toloza de O. Costa)
This research examines mediational processes in digital activities at Projeto Clicar, a program designed to promote the social inclusion of children living and working on the streets of São Paulo, Brasil. It offers a cognitive ethnography of how the program’s particular relational habitus, or pedagogical frame, shapes children’s participatory appropriation through navigational play in digital learning activities that provide for an integrative sociocultural learning process. Making the relational habitus explicit enables us to observe and clarify the mediational tools and pedagogical strategies that shape children’s navigational play and their ultimate participatory appropriation of program activities, as well as their sense of social inclusion among a community of learners. Keywords: participatory appropriation, third space, relational habitus, navigational play, social inclusion
» Download Single Contribution Free of Charge (Budrich Journals) / Einzelbeitrag kostenlos herunterladen (Budrich Journals)

How Youths’ Profiles of Extracurricular and Leisure Activity Affect Their Social Development and Academic Achievement (Markus Sauerwein, Désirée Theis, Natalie Fischer)
Research has shown that participation in extracurricular activities has a positive effect on adolescents’ social behaviour and academic performance; however, the reciprocal influence of extracurricular activities and leisure on the development of adolescents’ academic performance and social behaviour is unclear. In our study, we investigate the effect of school based and out-of-school leisure activities on adolescent’s social and scholastic development. We also explore how students’ gender, socioeconomic status and ethnicity influence their choice of, and engagement in activities. A sample of 5278 students (females 50%; migrant background 26%) filled in questionnaires in grade 5 and 7 and provided personal background information as well as evidence of their engagement in extracurricular and leisure activities, their social behaviour and academic performance. Using latent class analysis, we distinguished five identity-related patterns of engagement in extracurricular and leisure activities among 5th-graders. We found a connection between adolescents’ gender, socioeconomic status, and ethnicity and their choice of, and engagement in, extracurricular and leisure activities, social behaviour and grades. We also identified a link between adolescents’ patterns of engagement in extracurricular and leisure activities and developmental tendencies in their social behaviour and scholastic achievement between grades 5 and 7. Keywords: extracurricular activity, leisure, adolescent development, academic achievement, social behaviour
» Download Single Contribution Free of Charge (Budrich Journals) / Einzelbeitrag kostenlos herunterladen (Budrich Journals)

Learning Environments in Swedish Leisure-time Centres: (In)equality, ‘Schooling’, and Lack of Independence (Lena Boström, Gunnar Augustsson)
The purpose of this study is to describe and analyse how teachers perceive the internal learning environment at Swedish leisure-time centres and set it in relation to steering documents. The empirical data is based on a comprehensive web-survey of 4,043 leisure-time teachers in Sweden. The methodological approach is a qualitative directed content analysis. The results show large differences and inequalities in the quality of leisure-time centres’ premises, an educational form characterized by integration with school and therefore to some extent lost autonomy. Activities in leisure-time centres combine individuality and social community in creative forms of play and social relationships. Because of this there are complex requirements for premises and dysfunctional premises reduce the opportunities to create good learning environments. The existing conditions for the majority of leisure-time centres do not correspond to the intentions in the steering documents concerning good learning environments. Leisure time centres have started to reproduce the (environmental) logic of ‘traditional teaching premises’ and to ignore their own (environmental) potential, which is even prescribed in specific steering documents. These results have implications for policy decisions and educational development. Keywords: comprehensive survey, internal learning environment, leisure-time centres, Sweden, teachers’ perceptions
» Download Single Contribution Free of Charge (Budrich Journals) / Einzelbeitrag kostenlos herunterladen (Budrich Journals)

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