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IJREE 1-2017 | Free Contributions
Erscheinungsdatum : 01.12.2017
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Inhalt
IJREE – International Journal for Research on Extended Education
1-2017: Free Contributions
General Contributions
Denise Huang / Seth Leon / Deborah La Torre: Using Entropy Balancing to Reduce the Effects of Selection Bias in Afterschool Studies: An Example in Studying the Relationship between Intensity of Afterschool Program Participation and Academic Achievement
Fuyuko Kanefuji: Extended Education Supported by Parents and the Community: Its Impacts on Japanese Schoolteachers
Gil Noam / Bailey Triggs: Out-of-School Time and Youth Development: Measuring Social-Emotional Development to Inform Program Practice
Marianne Schüpbach / Benjamin von Allmen / Lukas Frei / Wim Nieuwenboom: Educational Quality of All-Day Schools in the German-Speaking Part of Switzerland: Differentiation of the Research Perspectives with Regard to Educational Quality
Charles Underwood / Mara Welsh Mahmood / Dirce M.F. Pranzetti / Maria Cecilia Toloza O. Costa: Dinosaurs and Other Dangers: Navigational Play in a World of Trouble
Developements in the Field of Extended Education
Björn Haglund: Report on the Leisure-time Pedagogy Network at the NERA Congress March 23–25 2017 in Copenhagen, Denmark
Ann-Kathrin Mücke-Gerhardt / Sabine Maschke: “International Workshop on Empirical Educational Research – Extended Education”
Marianne Schüpbach / Ludwig Stecher: The Newly Launched WERA-IRN EXTENDED EDUCATION
Ramon Cladellas Pros / Antoni Castelló Tarrida: Extra-curricular Activities in Spain: Sports-related Activities and their Personal and Academical Implications
Reviews
Amina Fraij / Franziska Janzen / Stephan Kielblock: Recommended Readings in Extended Education
Julian Sefton-Green: Metaphors of feast and famine: funds, resources and capital
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 | 5. Jahrgang 2017 |
| Ausgabe | 1 |
| Erscheinungsdatum | 01.12.2017 |
| Umfang | 127 |
| Sprache | Englisch |
| Format | 17 x 24 cm |
| DOI | |
| Open Access-Lizenz | |
| Homepage |
Autor*innen
Schlagwörter
academic achievement, afterschool program, all-day schools, anticipatory appropriation, educational quality, empirical educational research, extended education, extra-curricular activities, Japan, LA's BEST, out-of-school time, participation, participatory appropriation, relational habitus, school teachers, selection bias, social inclusion, Spain, Switzerland, third space, youth development
Abstracts
Using Entropy Balancing to Reduce the Effects of Selection Bias in Afterschool Studies: An Example in Studying the Relationship between Intensity of Afterschool Program Participation and Academic Achievement (Denise Huang, Seth Leon, Deborah La Torre)
Every since the enactment of the No Child Left Behind Act (2001) in the United States, achievement gains resulting from afterschool participation have been of particular interest. However, findings have been inconsistent. The challenge for researchers is partly due to the wide variation of program goals, difficulty in obtaining valid control groups, difficulty in obtaining clean records of data, the high transience rates of the students, and in particular, the failure to ifferentiate among the dosage students receive and the inherent potential of selection bias in the afterschool population. This study draw on a large dataset and allows for the analysis of effects over the course of several years. Using LA’s BEST afterschool program as an example, this study employed advanced methodology to reduce selection bias in examining the relations between afterschool program participation and academic achievement. Keywords: afterschool program, participation, academic achievement, selection bias, LA’s BEST
» Buy Single Contribution (Budrich Journals) / Einzelbeitrag kaufen (Budrich Journals)
Extended Education Supported by Parents and the Community: Its Impacts on Japanese Schoolteachers (Fuyuko Kanefuji)
This article focuses on extended education supported by parents and the community at school and its impacts on schoolteachers’ perceptions towards their work in Japan. A national survey using random sampling on elementary schoolteachers was conducted by the author; the results were used to analyze the relationships between the following variables: the existence of SSRHs, parent- and community-supported extended education, and teachers’ perceptions toward their work and that of the local network. While several studies in the field have focused on extended education’s effects on children, the current study is valuable because it discusses how extended education can affect other educational stakeholders. This study’s findings therefore identify a new area of investigation that can be used to evaluate extended education’s efficacy. Keywords: Extended education, Support by parents and the community, Impacts on schoolteachers, Factor analysis, SEM
» Buy Single Contribution (Budrich Journals) / Einzelbeitrag kaufen (Budrich Journals)
Educational Quality of All-Day Schools in the German-Speaking Part of Switzerland: Differentiation of the Research Perspectives with Regard to Educational Quality (Marianne Schüpbach, Benjamin von Allmen, Lukas Frei, Wim Nieuwenboom)
In Switzerland there are a lot of different expectations connected with the development of extended education. However, it is largely unclear whether or not the expectations concerning an extended learning culture ‒ and thus concerning diverse support measures in extended education offerings ‒ are being met. This paper takes up this point and examines from different perspectives – through mixed methods research – the educational principles and goals and the educational quality of extended education offerings. We found that the emphasis that directors of extended education place on the goals of opening up the schools and students’ manual and practical skills can explain in part the differing quality of extended education offerings. Keywords: Educational quality, activities, offerings, all-day school, goal
» Buy Single Contribution (Budrich Journals) / Einzelbeitrag kaufen (Budrich Journals)
Dinosaurs and Other Dangers: Navigational Play in a World of Trouble (Charles Underwood, Mara Welsh Mahmood, Dirce M.F. Pranzetti, Maria Cecilia Toloza O. Costa)
This article presents a case study of a child who attended Projeto Clicar, an extended education program designed for the social and educational development of children living on the streets of São Paulo, Brasil. We discuss how his discovery of the existence of dinosaurs unleashed a sustained artistic output at Projeto Clicar. We document the “third space” of Projeto Clicar, which offered repertoires of practice that represented alternative modes of relation for the children of Projeto Clicar. We discuss how this alternative relational space provided the tools for ecological resilience in a hazardous world, as the child’s dinosaur art became both a exploration of inter-relatedness and a means of expressing his own predicament of place, navigating between the open, inclusive world of Projeto Clicar and the closed, exclusive geographies of the city streets outside its reach. Keywords: social inclusion, third space, relational habitus, participatory appropriation, anticipatory appropriation
» Buy Single Contribution (Budrich Journals) / Einzelbeitrag kaufen (Budrich Journals)
Inhalt
Inhalt
IJREE – International Journal for Research on Extended Education
1-2017: Free Contributions
General Contributions
Denise Huang / Seth Leon / Deborah La Torre: Using Entropy Balancing to Reduce the Effects of Selection Bias in Afterschool Studies: An Example in Studying the Relationship between Intensity of Afterschool Program Participation and Academic Achievement
Fuyuko Kanefuji: Extended Education Supported by Parents and the Community: Its Impacts on Japanese Schoolteachers
Gil Noam / Bailey Triggs: Out-of-School Time and Youth Development: Measuring Social-Emotional Development to Inform Program Practice
Marianne Schüpbach / Benjamin von Allmen / Lukas Frei / Wim Nieuwenboom: Educational Quality of All-Day Schools in the German-Speaking Part of Switzerland: Differentiation of the Research Perspectives with Regard to Educational Quality
Charles Underwood / Mara Welsh Mahmood / Dirce M.F. Pranzetti / Maria Cecilia Toloza O. Costa: Dinosaurs and Other Dangers: Navigational Play in a World of Trouble
Developements in the Field of Extended Education
Björn Haglund: Report on the Leisure-time Pedagogy Network at the NERA Congress March 23–25 2017 in Copenhagen, Denmark
Ann-Kathrin Mücke-Gerhardt / Sabine Maschke: “International Workshop on Empirical Educational Research – Extended Education”
Marianne Schüpbach / Ludwig Stecher: The Newly Launched WERA-IRN EXTENDED EDUCATION
Ramon Cladellas Pros / Antoni Castelló Tarrida: Extra-curricular Activities in Spain: Sports-related Activities and their Personal and Academical Implications
Reviews
Amina Fraij / Franziska Janzen / Stephan Kielblock: Recommended Readings in Extended Education
Julian Sefton-Green: Metaphors of feast and famine: funds, resources and capital
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 | 5. Jahrgang 2017 |
| Ausgabe | 1 |
| Erscheinungsdatum | 01.12.2017 |
| Umfang | 127 |
| Sprache | Englisch |
| Format | 17 x 24 cm |
| DOI | |
| Open Access-Lizenz | |
| Homepage |
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Autor*innen
Autor*innen
Schlagwörter
Schlagwörter
academic achievement, afterschool program, all-day schools, anticipatory appropriation, educational quality, empirical educational research, extended education, extra-curricular activities, Japan, LA's BEST, out-of-school time, participation, participatory appropriation, relational habitus, school teachers, selection bias, social inclusion, Spain, Switzerland, third space, youth development
Abstracts
Abstracts
Using Entropy Balancing to Reduce the Effects of Selection Bias in Afterschool Studies: An Example in Studying the Relationship between Intensity of Afterschool Program Participation and Academic Achievement (Denise Huang, Seth Leon, Deborah La Torre)
Every since the enactment of the No Child Left Behind Act (2001) in the United States, achievement gains resulting from afterschool participation have been of particular interest. However, findings have been inconsistent. The challenge for researchers is partly due to the wide variation of program goals, difficulty in obtaining valid control groups, difficulty in obtaining clean records of data, the high transience rates of the students, and in particular, the failure to ifferentiate among the dosage students receive and the inherent potential of selection bias in the afterschool population. This study draw on a large dataset and allows for the analysis of effects over the course of several years. Using LA’s BEST afterschool program as an example, this study employed advanced methodology to reduce selection bias in examining the relations between afterschool program participation and academic achievement. Keywords: afterschool program, participation, academic achievement, selection bias, LA’s BEST
» Buy Single Contribution (Budrich Journals) / Einzelbeitrag kaufen (Budrich Journals)
Extended Education Supported by Parents and the Community: Its Impacts on Japanese Schoolteachers (Fuyuko Kanefuji)
This article focuses on extended education supported by parents and the community at school and its impacts on schoolteachers’ perceptions towards their work in Japan. A national survey using random sampling on elementary schoolteachers was conducted by the author; the results were used to analyze the relationships between the following variables: the existence of SSRHs, parent- and community-supported extended education, and teachers’ perceptions toward their work and that of the local network. While several studies in the field have focused on extended education’s effects on children, the current study is valuable because it discusses how extended education can affect other educational stakeholders. This study’s findings therefore identify a new area of investigation that can be used to evaluate extended education’s efficacy. Keywords: Extended education, Support by parents and the community, Impacts on schoolteachers, Factor analysis, SEM
» Buy Single Contribution (Budrich Journals) / Einzelbeitrag kaufen (Budrich Journals)
Educational Quality of All-Day Schools in the German-Speaking Part of Switzerland: Differentiation of the Research Perspectives with Regard to Educational Quality (Marianne Schüpbach, Benjamin von Allmen, Lukas Frei, Wim Nieuwenboom)
In Switzerland there are a lot of different expectations connected with the development of extended education. However, it is largely unclear whether or not the expectations concerning an extended learning culture ‒ and thus concerning diverse support measures in extended education offerings ‒ are being met. This paper takes up this point and examines from different perspectives – through mixed methods research – the educational principles and goals and the educational quality of extended education offerings. We found that the emphasis that directors of extended education place on the goals of opening up the schools and students’ manual and practical skills can explain in part the differing quality of extended education offerings. Keywords: Educational quality, activities, offerings, all-day school, goal
» Buy Single Contribution (Budrich Journals) / Einzelbeitrag kaufen (Budrich Journals)
Dinosaurs and Other Dangers: Navigational Play in a World of Trouble (Charles Underwood, Mara Welsh Mahmood, Dirce M.F. Pranzetti, Maria Cecilia Toloza O. Costa)
This article presents a case study of a child who attended Projeto Clicar, an extended education program designed for the social and educational development of children living on the streets of São Paulo, Brasil. We discuss how his discovery of the existence of dinosaurs unleashed a sustained artistic output at Projeto Clicar. We document the “third space” of Projeto Clicar, which offered repertoires of practice that represented alternative modes of relation for the children of Projeto Clicar. We discuss how this alternative relational space provided the tools for ecological resilience in a hazardous world, as the child’s dinosaur art became both a exploration of inter-relatedness and a means of expressing his own predicament of place, navigating between the open, inclusive world of Projeto Clicar and the closed, exclusive geographies of the city streets outside its reach. Keywords: social inclusion, third space, relational habitus, participatory appropriation, anticipatory appropriation
» Buy Single Contribution (Budrich Journals) / Einzelbeitrag kaufen (Budrich Journals)
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