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Journal articles on the topic 'Extended education'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Gandara, Patricia. "Extended Year, Extended Contracts." Urban Education 27, no. 3 (1992): 229–47. http://dx.doi.org/10.1177/0042085992027003002.

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2

Golestani, Chitra. "Social Activism and Extended Education." International Journal for Research on Extended Education 4, no. 2 (2016): 110–27. http://dx.doi.org/10.3224/ijree.v4i2.25784.

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3

Fraij, Amina, Franziska Janzen, and Stephan Kielblock. "Recommended Readings in Extended Education." International Journal for Research on Extended Education 5, no. 1 (2017): 117–20. http://dx.doi.org/10.3224/ijree.v5i1.10.

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4

McGirr, Oonagh. "An Open Education Extended Haiku." Scope: Contemporary Research Topics (Learning & Teaching), no. 9 (2020): 131–32. http://dx.doi.org/10.34074/scop.4009018.

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5

Lilla, Nanine, Marianne Schüpbach, and Jennifer Cartmel. "Professionalizing the Extended Education Workforce." IJREE – International Journal for Research on Extended Education 12, no. 1-2023 (2024): 5–7. http://dx.doi.org/10.3224/ijree.v11i1.02.

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6

Sullivan, Alice. "Extended Review." British Journal of Educational Studies 47, no. 2 (1999): 189–93. http://dx.doi.org/10.1111/1467-8527.00112.

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7

Minina, Radostina. "Extended cognition in education. Psychodrama as an extended mind tool." Balkan Journal of Philosophy 15, no. 2 (2023): 195–204. http://dx.doi.org/10.5840/bjp202315224.

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This article addresses the question of whether psychodrama can be viewed as an example of the extended mind thesis and can be applied in an educational context. The extended mind thesis (Clark & Chalmers, 1998) proposes that external artifacts can function as integral components of an individual's cognitive system, augmenting cognitive abilities. The article explores the notion that psychodrama, with its scenes, techniques, and social group dynamics, can be regarded as an extension of the mind. By examining this relationship, the article aims to provide a wider understanding of the implica

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8

Nalivayko, Tatiana E., and Marina V. Shynkoruk. "EXTENDED EDUCATION: ITS NATURE AND PROPERTIES." Scholarly Notes of Komsomolsk-na-Amure State Technical University 2, no. 7 (2011): 34–38. http://dx.doi.org/10.17084/2011.iii-2(7).6.

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9

Waldman, Tina, Efrat Harel, and Götz Schwab. "Extended telecollaboration practice in teacher education." European Journal of Language Policy 11, no. 2 (2019): 167–85. http://dx.doi.org/10.3828/ejlp.2019.11.

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10

Salii, Bogdan. "USING EXTENDED REALITY TECHNOLOGY IN EDUCATION." ECONOMICS, FINANCE AND MANAGEMENT REVIEW, no. 2 (June 30, 2022): 85–94. http://dx.doi.org/10.36690/2674-5208-2022-2-85.

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11

Donn, Gari. "Extended Editorial: Education in the Commonwealth." Scottish Educational Review 35, no. 1 (2003): 3–11. http://dx.doi.org/10.1163/27730840-03501002.

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12

Kraehe, Amelia M., Joni Boyd Acuff, Kevin Slivka, and Amy Pfeiler-Wunder. "Conversations Extended: Art Education in Context." Art Education 68, no. 6 (2015): 6–8. http://dx.doi.org/10.1080/00043125.2015.11519341.

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13

Gorbunov, A. L. "Extended reality technologies in higher education." Civil Aviation High Technologies 28, no. 3 (2025): 25–35. https://doi.org/10.26467/2079-0619-2025-28-3-25-35.

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In the last few years, the topic of extended (i.e. virtual or augmented) reality in education has become so popular among researchers that it creates problems when preparing reviews of papers on the topic: a search of Scopus and Web of Science databases alone yields to several thousand results, which obviously indicates the relevance and very high demand for this tool. However, the majority of publications are dedicated to pilot studies exploring the integration of extended reality technologies in educational settings. They either do not address or only peripherally touch upon conventional edu

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14

Keddy, Jason, and Linda Lyn Cook. "Extended book reviews." British Journal of Special Education 43, no. 3 (2016): 318–23. http://dx.doi.org/10.1111/1467-8578.12144.

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15

Bae, Sang Hoon, Eunwon Cho, and Bo-Kyung Byun. "Stratification in Extended Education Participation and its Implications for Education Inequality." International Journal for Research on Extended Education 7, no. 2-2019 (2020): 160–77. http://dx.doi.org/10.3224/ijree.v7i2.05.

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This study identified subgroups of elementary students based on similar patterns of participation in four different types of extended education in Korea. The study also investigated relationships between student patterns of extended education participation and their various demographic and socioeconomic characteristics, including residential location, parental education, and family income level. To achieve these aims, the study used latent profile analysis and logistic regression on a dataset of 18,186 students from 786 elementary schools provided by Statistics Korea. Results reveal five disti

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16

Bae, Sang Hoon. "Concepts, Models, and Research of Extended Education." International Journal for Research on Extended Education 6, no. 2-2018 (2019): 153–64. http://dx.doi.org/10.3224/ijree.v6i2.06.

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Extended education flourishes all over the world. Within different cultures and sociopolitical backgrounds, it takes different terms, forms, and developments across nations. Without identifying the common concepts of extended education, we may not expect further developments in extended education research. This study examined the terms that are used to describe extended education in each country. Research focus was given to the kind of connotations the terms contain – in what ways the terms are perceived. Given that extended education in each nation has its own heritage and historicity, the st

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17

Angus, Ian. "Extended body … extended mind: The risk of thought." Explorations in Media Ecology 20, no. 2 (2021): 241–51. http://dx.doi.org/10.1386/eme_00089_1.

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Communication may be understood through its manifest meaning or through the medium in which it is expressed. The latter approach begins from the material social relations and technologies that constitute the medium of communication. This approach has a certain similarity with affect theory understood as a pre-cognitive focus on bodies and technologies. An affective network sets up the manifest subject‐object, or human‐machine, relations with a subjectified anxiety. The objectification of intelligence produces a fundamental anxiety about what it is to be human. I attempt to determine where thou

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18

Chalothorn, Sangsongfa, and Rawang Wee. "Education to Develop Appropriate Environmental Education Processes in Extended Schools." Journal of Education and Learning 14, no. 4 (2025): 65. https://doi.org/10.5539/jel.v14n4p65.

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In today&rsquo;s technology-driven era, there is a growing interest in understanding the impact of environmental issues and frequent lethal natural disasters. Many countries are taking steps to promote environmental awareness by incorporating environmental education into school curriculums. This study focuses on developing management tools to support this effort. By using the theory of multiple intelligences and conducting a strengths, weaknesses, opportunities, and threats (SWOT) analysis, school authorities aim to empower students to take care of their communities and the environment. Th

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19

William Stoten, David. "The Extended Project Qualification." International Journal for Lesson and Learning Studies 3, no. 1 (2013): 66–77. http://dx.doi.org/10.1108/ijlls-06-2013-0035.

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Purpose – The purpose of this paper is to investigate how the Extended Project Qualification (EPQ) is viewed by students and teachers and its value as a vehicle to promote self-directed independent learning. Design/methodology/approach – A mixed methods approach was adopted in three stages. Stages 1 and 2 structured questionnaires were issued to students and teachers were interviewed in a third and final stage. The second questionnaire relating to students’ views were analysed for statistical reliability using the χ2-test. Findings – The research suggests that EPQ is a possible vehicle to prom

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20

Sevkusic-Mandic, Slavica, and Slavica Maksic. "An extended day program." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 112–32. http://dx.doi.org/10.2298/zipi0204112s.

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The paper presents the results of a pilot project evaluation, carried out as an action investigation whose aim was to provide a better quality extended day for primary school students. The project included the training of teachers involved in extended day program, designing of special activities performed by teachers with children once a week as well as changes and equipping of premises where children stay. The aims of the program were conception and performance of activities in a less formal way than during regular instructional days, linking of learning at school and acquired knowledge to ev

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21

Jung, Insung, and Colin Latchem. "A model for e-education: Extended teaching spaces and extended learning spaces." British Journal of Educational Technology 42, no. 1 (2009): 6–18. http://dx.doi.org/10.1111/j.1467-8535.2009.00987.x.

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22

Pittman, Robert, Roy Cox, and Guy Burchfiel. "The Extended School Year." Journal of Experimental Education 54, no. 4 (1986): 211–15. http://dx.doi.org/10.1080/00220973.1986.10806423.

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23

Schuepbach, Marianne. "Extended Education: Professionalization and Professionalism of Staff." International Journal for Research on Extended Education 4, no. 1 (2016): 5–8. http://dx.doi.org/10.3224/ijree.v4i1.24772.

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24

Marianne, Schüpbach, and Ludwig Stecher. "The Newly Launched WERA-IRN EXTENDED EDUCATION." International Journal for Research on Extended Education 5, no. 1 (2017): 105–7. http://dx.doi.org/10.3224/ijree.v5i1.08.

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25

Bae, Sang Hoon, and Ludwig Stecher. "Extended Education and Social Inequality: An Introduction." International Journal for Research on Extended Education 7, no. 2-2019 (2020): 129–31. http://dx.doi.org/10.3224/ijree.v7i2.02.

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26

Joshi, Vikramaditya. "Evolution as an Extended Metaphor of Education." Philosophy of Education 78, no. 1 (2022): 115–18. http://dx.doi.org/10.47925/78.1.115.

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27

Pham, Hiep-Hung, and Sue Ling Lai. "Higher Education as an Extended Duration Service." Journal of Studies in International Education 20, no. 5 (2016): 454–71. http://dx.doi.org/10.1177/1028315316662978.

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28

Krumsvik, Rune Johan. "Extended Editorial." Nordic Journal of Digital Literacy 15, no. 03 (2020): 141–52. http://dx.doi.org/10.18261/issn.1891-943x-2020-03-01.

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29

Arstorp, Ann-Thérèse, and Fredrik Mørk Røkenes. "Extended editorial." Nordic Journal of Digital Literacy 17, no. 1 (2022): 4–15. http://dx.doi.org/10.18261/njdl.17.1.1.

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30

Howard, Robert W. "EXTENDED REVIEW." Race Ethnicity and Education 10, no. 2 (2007): 233–39. http://dx.doi.org/10.1080/13613320701330759.

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31

Brown, Tiffany. "EXTENDED REVIEW." Race Ethnicity and Education 11, no. 2 (2008): 199–204. http://dx.doi.org/10.1080/13613320802110290.

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32

Zwoliński, Grzegorz, Dorota Kamińska, Anna Laska-Leśniewicz, et al. "Extended Reality in Education and Training: Case Studies in Management Education." Electronics 11, no. 3 (2022): 336. http://dx.doi.org/10.3390/electronics11030336.

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This paper presents and concludes the ATOMIC project, which was to create an XR-based educational environment that enables students to meet the challenges of a natural business environment such as planning and organizing, staffing and control, problem solving, critical thinking, creativity, and teamwork. Four different approaches were taken utilizing different XR technologies (projector-based AR, mobile-based AR, HMD AR, and HMD VR), and their efficacy and educational value were juxtaposed. A universal 34-question usability questionnaire was proposed that can be applied in future XR usability

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33

Fries, Marilyn Sibley. "Extended Probation at Research Universities." Academe 72, no. 1 (1986): 37. http://dx.doi.org/10.2307/40249525.

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34

Cromley, Jennifer G., and Roger Azevedo. "Locating information within extended hypermedia." Educational Technology Research and Development 57, no. 3 (2008): 287–313. http://dx.doi.org/10.1007/s11423-008-9106-5.

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35

Naik, Prahallad Chandra. "Image formation through extended apertures." Resonance 2, no. 8 (1997): 70–72. http://dx.doi.org/10.1007/bf02835004.

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36

Olmi, D. Joe, David W. Walker, and Avis J. Ruthven. "Extended School Year Services." Journal of Special Education 29, no. 1 (1995): 72–83. http://dx.doi.org/10.1177/002246699502900104.

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37

Archer *, Louise. "EXTENDED REVIEW." British Journal of Sociology of Education 25, no. 1 (2004): 101–5. http://dx.doi.org/10.1080/0142569032000155971.

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38

Marsh, Jackie, and Jools Page. "EXTENDED REVIEW." British Journal of Sociology of Education 28, no. 4 (2007): 529–35. http://dx.doi.org/10.1080/01425690701369764.

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39

Nayak, Anoop. "EXTENDED REVIEW." British Journal of Sociology of Education 28, no. 5 (2007): 671–73. http://dx.doi.org/10.1080/01425690701505623.

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40

Hartley, David. "EXTENDED REVIEW." British Journal of Sociology of Education 28, no. 6 (2007): 817–22. http://dx.doi.org/10.1080/01425690701610191.

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41

Brine, Jacky. "EXTENDED REVIEW." British Journal of Sociology of Education 29, no. 2 (2008): 237–41. http://dx.doi.org/10.1080/01425690701837604.

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42

Pollard, Andrew. "EXTENDED REVIEW." British Journal of Sociology of Education 29, no. 3 (2008): 349–51. http://dx.doi.org/10.1080/01425690801966477.

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43

Byrne, Bridget. "Extended review." British Journal of Sociology of Education 29, no. 6 (2008): 727–31. http://dx.doi.org/10.1080/01425690802423668.

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44

Warmington, Paul. "Extended review." British Journal of Sociology of Education 30, no. 1 (2009): 107–12. http://dx.doi.org/10.1080/01425690802514573.

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45

Davies, Lynn. "Extended review." British Journal of Sociology of Education 30, no. 4 (2009): 503–9. http://dx.doi.org/10.1080/01425690902954687.

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46

Connolly, Mark. "Extended Review." British Journal of Sociology of Education 34, no. 3 (2013): 467–74. http://dx.doi.org/10.1080/01425692.2013.773736.

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47

Jackson, Keith. "EXTENDED REVIEW." British Journal of Sociology of Education 6, no. 3 (1985): 335–39. http://dx.doi.org/10.1080/0142569850060306.

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48

Grace, Gerald. "EXTENDED REVIEW." British Journal of Sociology of Education 7, no. 1 (1986): 103–6. http://dx.doi.org/10.1080/0142569860070107.

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49

Bowe, Richard. "EXTENDED REVIEW." British Journal of Sociology of Education 8, no. 3 (1987): 343–48. http://dx.doi.org/10.1080/0142569870080308.

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50

Brah, Avtar. "EXTENDED REVIEW." British Journal of Sociology of Education 9, no. 1 (1988): 115–21. http://dx.doi.org/10.1080/0142569880090108.

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