Inhalt

IJREE – International Journal for Research on Extended Education
1-2020: Free Contributions

Sang Hoon Bae: Editor’s Preface

General Contributions
Kristina Jonsson: Principals’ Perspectives on Pupils’ Social Learning in Swedish School-Age Educare
Karin Lager: Possibilities and Impossibilities for Everyday Life: Institutional Spaces in School-Age Educare
Peter Carlman / Maria Hjalmarsson / Carina Vikström: Let the Right One in: Sports Leaders’ Shared Experiences of Including Refugee Girls and Boys in Sports Clubs
Ishmael A. Miller: Passing the Mic: Toward Culturally Responsive Out of School Time Leadership
Lena Glaés-Coutts: University-Supported Networks as Professional Development for Teachers in School-Age Educare
Patricia J. Allen / Zoe Brown / Gil G. Noam: STEM Learning Ecosystems: Building from Theory Toward a Common Evidence Base

Developments in the Field of Extended Education
Gerald Tritremmel: The Professional Life of Leisure Pedagogues at Austrian All-Day Schools

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Zusätzliche Information

Autor*innen

Gerald Tritremmel

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Gil G. Noam

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Zoe Brown

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Patricia J. Allen

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Lena Glaés-Coutts

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Ishmael A. Miller

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Carina Vikström

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Peter Carlman

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Karin Lager

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Kristina Jonsson

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Maria Hjalmarsson

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Sang Hoon Bae

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Schlagwörter

assessment, Austrian all day schools, case study, common measures, culturally responsive school leadership, Evaluation, everyday life, extended education, fritidshem, Gender, Institutional space, leisure pedagogues, Migration, multi-sited ethnography, network, out-of-school time, principals, professional learning, school-age educare, social learning, sports capital, sports leaders, STEM learning ecosystems, system theory, teacher agency, Training, youth leadership

Abstracts

Principals’ Perspectives on Pupils’ Social Learning in Swedish School-Age Educare (Kristina Jonsson)
This article aims to investigate social learning in the Swedish school-age educare (SAEC) from a number of principals’ perspectives. An abductive approach has been adopted to analyse the data from individual interviews with seven principals in school-age educare. The results are understood through an interactionist perspective, with Bronfenbrenner’s (2005) bioecological system theory as a raster, which gives a didactic view on the principals’ governing of the SAEC. Three themes were identified in the principals’ perspectives, which are the core aim of the work in the SAEC, the staff’s approach and pupils’ democratic learning. The results suggest that the perspective of the principals is characterized by having the pupil in focus. Keywords: school-age educare, social learning, principals, system theory
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Possibilities and Impossibilities for Everyday Life: Institutional Spaces in School-Age Educare (Karin Lager)
This project aimed to investigate through empirical analysis the possibilities and impossibilities for everyday life in the institutional spaces of school-age educare. The data consists of twelve weeks of fieldwork in twelve settings and group interviews with staff teams in each setting. Through empirical analysis of the variation in institutional spaces, the results highlight the importance of academically educated staff, stable staff teams, dedicated rooms, available material, and time to plan and prepare their work as the distinctive features that co-construct possibilities and impossibilities for children’s everyday lives. Keywords: school-age educare, fritidshem, everyday life, institutional space, multi-sited ethnography
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Let the Right One in: Sports Leaders’ Shared Experiences of Including Refugee Girls and Boys in Sports Clubs (Peter Carlman, Maria Hjalmarsson, Carina Vikström)
This study investigated how gender and sports capital are expressed in sports leaders’ talk about sports for young people with a refugee background. Empirical data were derived from four focus group interviews representing 21 sports club leaders in Sweden. The leaders defined boys and girls as distinct groups but also as groups within which there are differences. Compared with the boys, the girls were presented with lesser possibilities to participate in sports. According to the leaders, the differences in the group of girls rested on that the sports culture in the girls’ country of origin, which may be more or less permissive for girls to be engaged in sports, whereas differences within the group of boys were understood in terms of bodies and mentalities. Keywords: gender, sports capital, sports leaders, migration
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Passing the Mic: Toward Culturally Responsive Out of School Time Leadership (Ishmael A. Miller)
The aim of this study was to explore the application of culturally responsive school leadership (CRSL) in an out of school time organization (OST). This was accomplished by analyzing how the actions of leaders both enabled and constrained CRSL. Research was conducted with Inspire Mentoring an OST organization that provides mentoring services to approximately 90-120 high school students of color from freshman through senior year. Approximately 60% of the mentors identify as people of color. The data collected for this qualitative case study occurred over 6 months and included: 6 semi-structured interviews with executive leaders and adult mentors, 5 observations of organizational meetings and community workshops, and reviewed documents from Inspire Mentoring. The leadership practices observed were analyzed using the behaviors of CRSL. This study suggest that positional OST leaders should become more connected to their community understanding longstanding inequities, interrogate their own worldviews, and work in tandem with minoritized youth and community members to address cultural youth development needs. Keywords: out of school time, culturally responsive school leadership, youth leadership, case study
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University-Supported Networks as Professional Development for Teachers in School-Age Educare (Lena Glaés-Coutts)
One of the most valued types of professional learning for teachers are forums that allow them to share their practices with other teachers. This is paper examines how university-based learning networks support the professional development needs of teachers in School-Age educare. University- supported network provide a more informal approach to professional learning and allows the teachers in School-Age educare to connect with other teachers in their field. The network further provides the participants an opportunity to be an active part of the research that is conducted at the university and a platform for developing a collective agency. Keywords: network, professional learning, school-age educare, teacher agency
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STEM Learning Ecosystems: Building from Theory Toward a Common Evidence Base (Patricia J. Allen, Zoe Brown, Gil G. Noam)
An innovative system-building initiative known as the STEM Learning Ecosystems Community of Practice (SLECoP) is transforming U.S. STEM education through cross-sector partnerships between schools, afterschool and summer programs, libraries, museums, and businesses, among others. Although logic models exist to describe how SLEs can make positive contributions toward youth STEM learning in theory, it is unknown how individual SLEs are motivated or equipped to collect the evidence needed to demonstrate their value or abilities to solve the problems they were formed to address. The present study describes the results of a 34-item qualitative survey—completed by leaders of 37 SLEs from four U.S. regions—designed to understand where SLEs are in their evaluation planning, implementing, and capacity-building processes. We found that most SLEs were championed by the extended education sector, and all were highly motivated to conduct evaluation and assessment. Most communities reported a willingness to create a shared vision around data collection, which will help researchers and practitioners track, understand, and improve STEM quality and outcomes in and out of school. Keywords: STEM learning ecosystems, common measures, evaluation, assessment
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