Relevant bibliographies by topics / Extended school education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Extended school education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Extended school education"

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

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

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von Allmen, Benjamin, Marianne Schüpbach, Lukas Frei, and Wim Nieuwenboom. "The Effect of Utilization of Extended Education Offerings and of Their Quality on Reading Achievement at Open-Attendance All-Day Schools." International Journal for Research on Extended Education 7, no. 1-2019 (October 22, 2019): 5–19. http://dx.doi.org/10.3224/ijree.v7i1.02.

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This paper investigates the effect of primary school students’ utilization of extended education offerings and of the quality of extended education on reading achievement in the Germanspeaking part of Switzerland. All-day schools are being set up. Among other reasons, as a means to level the increasing scholastic demands in the primary schools. In this context, it is expected that students’ utilization of extended education will have a positive impact on their reading achievement. The authors analyzed data on 1,002 students from the longitudinal ‘EduCare-TaSe: All-Day School and School Success?’ study. Extended education offerings did not have a general effect on reading achievement. There was also no compensatory effect regarding the language spoken at home or socioeconomic status. However, the quality of extended education offerings had a positive effect on reading achievement in students with long-term utilization of extended education offerings.
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Woodruff, Darren W., Nancy R. Shannon, and Maloke O. Efimba. "Collaborating for Success: Merritt Elementary Extended School." Journal of Education for Students Placed at Risk (JESPAR) 3, no. 1 (January 1998): 11–22. http://dx.doi.org/10.1207/s15327671espr0301_2.

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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 everyday experiences, and work on contents contributing to the development of child's interests and creativity. The program was accomplished in a Belgrade primary school during the 2001/2002 academic year, comprising students of 1st and 2nd grades (N=77). The effects of the program were monitored throughout the academic year (observation and teachers' reports on accomplished workshops) and at the end of the academic year (teachers and students' opinions of the program, academic achievement and creativity of students attending the extended day program compared with students not attending it). Findings about positive effects of the program on students' broadening of interests and willingness to express themselves creatively, indicate unequivocally that there is a need for developing special extended day programs. The extended day program is an opportunity for school to exert greater educational influence that has yet to be tapped.
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Orchard, Linda. "Examining the full potential of the extended school." Research in Post-Compulsory Education 12, no. 2 (July 2007): 181–92. http://dx.doi.org/10.1080/13596740701387460.

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Cabral, Pedro. "Extended School Time: Impact on Learning and Teaching." European Journal of Educational Research 10, no. 1 (January 15, 2021): 353–65. http://dx.doi.org/10.12973/eu-jer.10.1.353.

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Eerola, Päivi-Sisko, and Tuomas Eerola. "Extended music education enhances the quality of school life." Music Education Research 16, no. 1 (August 24, 2013): 88–104. http://dx.doi.org/10.1080/14613808.2013.829428.

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Sivan, Atara, and Gertrude Po Kwan Siu. "Extended Education for Academic Performance, Whole Person Development and Self-fulfilment: The case of Hong Kong." International Journal for Research on Extended Education 5, no. 2-2017 (July 30, 2018): 178–87. http://dx.doi.org/10.3224/ijree.v5i2.05.

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This paper examines the ways in which extended education is manifested in a place where schooling and academic achievement are of primary focus. Over the past few decades, the Hong Kong education system has undergone major reforms that have incorporated various forms of extended education to enhance students’ all-round development. Despite these changes, Hong Kong people continue to put an emphasis on academic excellence resulting in parent-directed activities in a form of private supplementary tutoring. At the same time, extended education is also demonstrated through students’ self-directed engagement in serious leisure activities that contribute to adolescents’ growth. The paper portrays and examines the different activities directed by schools, parents and students within school and out-of-school settings in light of the sociocultural context of Hong Kong. References are made to school based initiatives and studies on outside classroom learning and serious leisure among children and adolescents.
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Walsh, Grant. "Aboriginal Primary Education." Aboriginal Child at School 15, no. 2 (May 1987): 3–21. http://dx.doi.org/10.1017/s0310582200014826.

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Aboriginal children attending school have special needs that should be recognised and catered for by the school system. This paper will deal with the practical aspects of Aboriginal education. In particular the focus will be on Aboriginal Primary education within Western Australia. The paper also limits itself by addressing issues related to more traditionally oriented Aboriginal groups living in remote communities. However, while the main emphasis is given to more traditionally oriented Aboriginal groups, many aspects can be usefully employed and extended to Aboriginal education in general. Therefore the aim of this paper is to give teachers and educators basic information about Aboriginal education so that they can develop appropriate education programs to meet the needs of the Aboriginal children within their schools.
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Dissertations / Theses on the topic "Extended school education"

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Bauer, Catherine. "Impact of an Extended-Day Kindergarten Intervention on School-Related Variables| A Longitudinal Study." Thesis, State University of New York at Albany, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588505.

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Increased awareness regarding the effectiveness of educational programs has been generated from recent legislative mandates. Given the significance of kindergarten as the foundation for academic learning, it is critical to evaluate whether district-created programs for entering students who are identified as at-risk are effectively meeting their needs. The current program evaluation study investigated the immediate and long-term effects of an extended-day intervention for kindergarten students identified as at-risk in one school district. Through archival data analysis, students who participated in the extended-day kindergarten (EDK; n=26) intervention beginning in the fall of 2000 and 2001 were compared with a control group of gender- and age-matched students who attended half-day kindergarten (HDK; n=26) on a number of school-related measures, including academic achievement, IQ, behavior ratings, attendance, and referral to and participation in additional school supports. The intervention incorporated some evidence-based strategies for students who are at-risk, such as lower student to teacher ratio and small group reading support with a phonics-focus. Findings indicate that students who participated in the intervention were not significantly different from comparison students on the majority of academic achievement and behavior variables. Differences, however, emerged on group achievement test scores across short-term (ITBS reading and language, NYS ELA), intermediate (ELA and math), and long-term outcomes (ELA and science) on which the intervention group scored lower. A significantly higher percentage of intervention students received remediation in reading during the early and intermediate grades, remediation in math during middle and high school, special education services, and were classified as students with learning disabilities. On group IQ tests, the intervention group scored lower on verbal and quantitative scales, but no differences emerged on nonverbal scales. The district's kindergarten screening appears to be effectively identifying students who are at-risk for learning difficulties. Future research might address limitations of this study by including a matched, at-risk comparison group and more specific behavioral ratings. Implications for the district highlight the predictive validity of kindergarten screening and early intervention effectiveness. Implications for the field of school psychology focus on data-based decision making, training in program evaluation, screening, and service delivery for this population.

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Clissold, Katherine. "A qualitative exploration of pupil, parent and staff discourses of extended school non-attendance." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8817/.

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Extended school non-attendance (ESNA) is presented in the literature as a difficulty that can result in negative outcomes for the pupil, not only with regard to academic attainment but mental health difficulties, relationship problems and reduced future prospects. In the political context of increased legislation regarding the requirements for pupils be in receipt of suitable educational provision, a legal discourse of ESNA has become entrenched. This sits alongside a dominant clinical discourse which positions school non-attendance as a within child, medicalised construct. Whilst early research aligned extended non-attendance with anxiety, subsequent findings have constructed such attendance difficulties as multi-factorial, interactive and individual. In the existing research, there is little which includes the pupil voice to examine their construction of the attendance difficulty. This qualitative exploration therefore, aimed to examine the construction of the reasons for ESNA by the pupils, parents and school staff, through examining the discourses of participants. The findings of the analysis highlighted the heterogeneity of ESNA and are illustrative of the disparate constructions of the participant groups. The results are discussed in the context of the current literature and the implications of the findings are considered in terms of strategic prevention, identification and intervention of attendance difficulties.
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Cross, Emily R. "Regression Among Students with Autism Spectrum Disorders: An Examination of Extended School Year Programming." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214760.

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School Psychology
Ph.D.
The effects of long school breaks, such as summer vacation, on students' achievement has been an area of interest among educators and researchers for many years (e.g. Austin, Rogers & Walbesser, 1972; Ballinger, 1987, 1988; Borman, Benson & Overman, 2005; White, 1906). Research specific to children and youth with disabilities and the level of regression over summer months, however, is sparse. On the whole, both researchers and special educators have agreed that students with more severe disabilities tend to regress more than students with mild disabilities (Cornelius & Semmel, 1982; Edgar, Spence & Kenowitz, 1977; Shaw, 1982). These challenges can make extended breaks from school particularly detrimental for these children. A group of students that may be especially affected by a long break in schooling are children with autism spectrum disorders (ASD). These children often have slower rates of skill acquisition and more difficulties with maintenance/generalization of skills across time (Arnold- Saritepe, 2009). The current study explored the extent to which students with ASD maintained cognitive, behavioral and social skills over the summer vacation months with differing levels of summer programming. Additionally, this study examined whether students of varying functioning levels differed in their maintenance of skills during the summer. A pre-post quasi-experimental design was utilized in which the May assessments were treated as baseline data and September assessments for the following academic year were treated as outcome data. Participants included 139 students aged 5-9 years with an ASD diagnosis given by their school district. Three different groups of Extended School Year support were compared, including students who received no ESY support, students who received standard ESY support from their school district, and students who received ESY support along with individualized programming. Overall, students maintained skills from pre- to post-test in most key areas. When group comparisons were made between children who attended ESY (ESY group and ESY with individualized support group) and those who did not receive ESY programming few differences were found. While students who received the most intensive level of ESY support were found to decrease significantly in the presentation of hyperactivity and noncompliance, ESY was generally effective in maintaining skills over the summer break.
Temple University--Theses
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Larkin, Scott M. "Impact of Increased Learning Time on Economically Disadvantaged Students at an Urban Elementary School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5215.

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At an urban school district, administrators were concerned about the English language arts (ELA) achievement gap between economically disadvantaged (ED) students and non-economically disadvantaged (NED). To address this gap in performance, district administrators instituted an extended day program (EDP) for ED students that included additional learning time and individualized strategies in ELA. The purpose of the study was to determine the extent of the impact that the EDP had on ED students in ELA achievement. The quasi-experimental quantitative design was guided by Carroll's model of school learning and explored the difference in ELA Partnership for Assessment of Readiness for College and Careers (PARCC) scale scores between ED students who participated in the EDP and ED students who did not during the 2016/2017 school year. The study examined 28 matched-pairs of students, based on grade level and reading ability who were classified as ED during school year 2016/2017, following an intervention. Ex post facto analysis included a paired-samples t test to determine whether a statistically significant difference existed in ELA PARCC scores for ED students who received the intervention and those who did not, controlling for grade level and reading level. Data analysis indicated no statistical difference between groups. The project deliverable recommended implementation of a Response to Intervention program to replace the EDP because such a program would affect more students. Local school administrators may use the findings of the study to effectuate positive social change by making program decisions that could support the improvement of ELA achievement of ED students. In the larger context, this study could become part of the body of literature on the relationship between extended learning time and academic achievement among ED students.
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Lee, Don. "The normal school and some of its abnormalities : an extended case study of factors affecting antiracist multicultural education school improvement strategies in a secondary school." Thesis, Open University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264469.

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Muzzy, Catherine Cichocki. "Implementing Calendar Reform in a Suburban Catholic Elementary School| A Case Study." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631405.

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Time-based reform proposals are founded on the assumption that more time in school will produce great learning outcomes. Research shows that when schools adopt time-based reform initiatives, there are certain considerations that they should make and methods they should follow to ensure the change produces the outcomes intended. This was not the case in a local Archdiocese where a calendar extension was adopted by several elementary schools.

This qualitative case study focused on the adoption of a calendar extension at one Catholic elementary school. The researcher gathered data from the pastor, principal, teachers, parents, and students to determine how these stakeholders envisioned the outcomes of this change, how they perceived the time was being used for curricular, co-curricular, and extra-curricular purposes, and the challenges and opportunities that they felt existed after three years of implementation. Data collected over a four-month period included classroom observations, stakeholder interviews, focus group meetings, and document analysis.

An inductive analysis of the data collected was used to determine emergent themes and domains within the school. The seven themes that emerged include: decision making, planning and implementation, advantages, financial motivations, the culture of teaching, leadership, challenges and complications of the extended calendar.

Recommendations include the need for school leaders to familiarize themselves with change management techniques including setting a shared vision, establishing a collaborative implementation plan, and developing a system of assessment prior to embarking on school reform.

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Jimenez, Simon, of Western Sydney Nepean University, and Faculty of Education. "An investigation of the perceptions at an extended stay outdoor education school program : a case study at Timbertop." THESIS_FE_XXX_Jimenez_S.xml, 1996. http://handle.uws.edu.au:8081/1959.7/244.

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Outdoor and experimental education as a means to supplement or complement traditional learning has existed throughout most of the twentieth century. However, there is limited published research concerning Extended Stay Outdoor Education School Programs (ESOESP) and the processes that exist within these programs that lead to a particular outcome. This is a case study approach which seeks to uncover and examine the perceptions of stakeholders within an ESOESP, in order to understand and highlight the process leading to an outcome. A grounded theory and hermeneutic/dialectic approach was used to collect and analyse the data. Interviews, surveys, observations, and participation complemented the process of data collection. The analysis of the data, employing a grounded theory approach, resulted in five categories that are essential components to the process leading to an outcome at a particular ESOESP. The five categories are: Student role; Teacher role; School climate; Interpersonal/Personal skill development; and, Learning process. Based on these five categories and their related sub-categories, a process model was developed. The relationship of the categories to the experiential learning process. The results of this study provide a starting point for further research in this area.
Master of Education (Hons)
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Jimenez, Simon. "An investigation of the perceptions at an extended stay outdoor education school program : a case study at Timbertop /." View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030807.151902/index.html.

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Corbett, Douglas M. "Effects on 8th Grade Advanced Placement English Class High-Stakes Test Achievement Using Extended Time Blocks." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/920.

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Student performance on high-stakes tests continues to be an important issue for school administrators. This quasi-experimental, quantitative study investigated the relationship between the amount of time 8th grade students spent in advanced placement English classes using an extended block schedule and their achievement on language arts sections of the New Jersey Assessment of Skills and Knowledge (NJASK) high-stakes tests. The study was based on Carroll's theory relating instructional time and student learning. The guiding research questions investigated if extended time blocks in advanced placement English would improve student achievement scores on the language arts sections of NJASK tests. The study compared NJASK mean scores between two groups of English middle school students. One group received 90 minutes of English instruction time using an extended block schedule and the other group remained in a traditional 45-minute English period. A nonequivalent, pretest--posttest design was used to investigate the research questions. NJASK scores were collected from a public middle school from 2007-2008 through 2009-2010. Frequency distributions, descriptive statistics and ANOVA tests were used to analyze the data. Results indicated that there was a statistically significant difference between the extended block and traditional groups' NJASK results from 7th to 8th grade. Further studies should explore the effects of extended blocks on high-stakes test achievement for 8th grade students in English classes that are not considered advanced placement levels. The findings of this study have positive social change implications on the way school administrators can use traditional or block schedule types to maximize student achievement on future high-stakes tests.
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Levy, Theresa A. "An analysis of local district capacity in the implementation of Oregon's extended application collection of evidence graduation requirement." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10228.

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Books on the topic "Extended school education"

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Florida. Legislature. House of Representatives. Committee on Education, K-12. Technical report on the interim study of assessment of year-round school education and extended year school education. [Tallahassee, Fla.]: Committee on Education, Florida House of Representatives, 1996.

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Brooks Global Studies Extended-Year Magnet School. Bloomington, Ind: Phi Delta Kappa, 1996.

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Alan, Dyson, and Todd Liz, eds. Beyond the school gates: Questioning the extended schools and full service agendas. Milton Park, Abingdon, Oxon: Routledge, 2011.

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HM Inspectors of Schools (Scotland). Extended inspection of Auchmuty High School Fife Council, 20 May 1997. EDI: Scottish Office, 1997.

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Carver, Priscilla R. National Household Education Surveys Program of 2005: After-school programs and activities : 2005. Washington, DC: National Center for Education Statistics, 2006.

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Cheminais, Rita. Extended schools and children's centres: A practical guide. Abingdon, Oxon: Routledge, 2007.

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Education, Toronto Board of. Integrated/extended day heritage and concurrent programs: Operations manual. [Toronto]: The Board, 1986.

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John, Townshend. Under one roof: The integration of schools and community services in OECD countries. Paris: Organisation for Economic Co-operation and Development, 1998.

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Butin, Dan W. Early childhood centers. [Washington, DC]: National Clearinghouse for Educational Facilities, 2000.

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Kwŏn, Tu-sŭng. Pʻyŏngsaeng kyoyuk sisŏl kwa hagwŏn ŭi kyosŭp kwajŏng siltʻae chosa mit hwalsŏnghwa pangan yŏnʼgu =: A study on the curriculum analysis in lifelong learning facilities and it's developmental task. Sŏul-si: Hanʼguk Kyoyuk Kaebarwŏn, 2006.

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Book chapters on the topic "Extended school education"

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Hong, Sunghee, and Eunhye Kim. "Development of Gesture Recognition Education Game for Elementary School Students Personality Education." In HCI International 2018 – Posters' Extended Abstracts, 25–30. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92285-0_4.

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Schüpbach, Marianne, Benjamin von Allmen, Lukas Frei, and Wim Nieuwenboom. "Extended Education Offerings and Students’ Development of School Achievement." In Extended Education from an International Comparative Point of View, 39–53. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27172-5_4.

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Lilla, Nanine, and Marianne Schüpbach. "How Attendance of All-Day Schools in Germany Relates to Second Grade Foreign Language Students’ Reading Achievement in German in Primary School." In Extended Education from an International Comparative Point of View, 71–82. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27172-5_6.

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Boyd, Taylor. "Education Reform in Ontario: Building Capacity Through Collaboration." In Implementing Deeper Learning and 21st Education Reforms, 39–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_2.

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Abstract The education system of the province of Ontario, Canada ranks among the best in the world and has been touted as a model of excellence for other countries seeking to improve their education system. In a system-wide reform, leaders used a political and professional perspective to improve student performance on basic academic skills. The school system rose to renown after this reform which moved Ontario from a “good” system in 2000 to a “great” one between 2003 and 2010 (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey & Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)). Premier Dalton McGuinty arrived in office in 2003 with education as his priority and was dubbed the “Education Premier” because of this mandate. His plan for reform had two primary goals: to improve student literacy and numeracy, and to increase secondary school graduation rates. McGuinty also wanted to rebuild public trust that had been damaged under the previous administration. The essential element of Ontario’s approach to education reform was allowing educators to develop their own plans for improvement. Giving responsibility and freedom to educators was critical in improving professional norms and accountability among teachers (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey & Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)) and the sustained political leadership throughout the entire reform concluding in 2013 provided an extended trajectory for implementing and adjusting learning initiatives. The Ministry of Education’s Student Achievement Division, which was responsible for designing and implementing strategies for student success, took a flexible “learning as we go” attitude in which the reform strategy adapted and improved over time (Directions Evidence and Policy Research Group. The Ontario student achievement division student success strategy evidence of improvement study. Retrieved from http://www.edu.gov.on.ca/eng/research/EvidenceOfImprovementStudy.pdf, (2014)). This chapter will discuss influences on the reform design and key components of strategies to support student and teacher development and build a relationship of accountability and trust among teachers, the government and the public. The successes and shortcomings of this reform will be discussed in the context of their role in creating a foundation for the province’s next steps towards fostering twenty-first century competencies in classrooms.
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Muijs, Daniel, Mel Ainscow, Chris Chapman, and Mel West. "Leadership in Full-Service Extended Schools: Communicating Across Cultures." In Collaboration and Networking in Education, 115–28. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-94-007-0283-7_10.

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Wichmann, Maren, Stefanie Pistor, Joana Poloschek, Henry Steinhäuser, and Jürgen Wrobel. "Challenges in Supporting All-Day Schools in Germany." In Extended Education from an International Comparative Point of View, 193–211. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27172-5_14.

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Steinhäuser, Henry. "Challenges, Concepts and Support Structures in Bavarian All-Day Schools." In Extended Education from an International Comparative Point of View, 185–92. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27172-5_13.

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Stebner, Ferdinand, Hanna Pfänder, Corinna Schuster, Michael Schurig, Vanessa van den Bogaert, and Petra Strähle. "Implementing Self-Regulated Learning at All-Day Schools Using the Analytical Framework for Developmental Processes." In Extended Education from an International Comparative Point of View, 23–35. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27172-5_3.

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Cattaneo, Alberto A. P., Luca Bonini, and Martina Rauseo. "The “Digital Facilitator”: An Extended Profile to Manage the Digital Transformation of Swiss Vocational Schools." In Digital Transformation of Learning Organizations, 169–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55878-9_10.

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AbstractDigital transformation requires the field of education to increasingly deal with the interplay between the teachers’ individual development of digital competence and institutional integration and adoption of digital technology. This is especially crucial in the vocational education context, which is closer to the world of work and, therefore, more sensitive to the disruptive changes of digitalisation. This chapter addresses this issue by proposing the result of a project that aimed to identify a new professional profile in the context of dual vocational education in Switzerland. The Digital Facilitator is a new term that refers to a teacher with advanced digital competency who is an expert in facilitating digital innovation adoption within educational institutions. Thus, it constitutes a possible concrete way to address the issue of integrating the individual and the organisational perspectives related to digital transformation. The profile is discussed by presenting an analysis of acknowledged existing frameworks and by considering the specificities of the context in which it was developed. The opportunities and challenges associated with introducing the profile are also critically addressed.
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Heyne, Nora, Jacqueline Hacking, and Isabell Schrick. "Motivational Features of Extracurricular Learning Sessions in All-Day Schools With and Without Peer Tutoring From Different Perspectives." In Extended Education from an International Comparative Point of View, 155–70. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27172-5_11.

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Conference papers on the topic "Extended school education"

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Maras, Nevenka, Ivana Olujić, and Irena Klasnić. "PHYSICAL FREE-TIME ACTIVITIES OF PRIMARY SCHOOL STUDENTS ATTENDING THE EXTENDED DAY SCHOOL PROGRAM." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2298.

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"Mobile Devices and Parenting [Extended Abstract]." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3981.

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Aim/Purpose: This presentation will discuss how mobile devices are used to keep children busy and entertained during child care activities. Mobile devices are considered the 21st “Century Nanny” since parents and caregivers use those tools to engage children’s attention for indefinite periods of time. Research background on touch screen devices and children’s age groups are presented to map age to screen activities and the type of device used. The literature is then compared to a small sample of 45 students attending Pasitos, a pre-k and 1st and 2nd grade school in El Salvador, and the type of mobile devices they used after school. Background: The wide adoption of mobile devices to keep children busy and entertained is a growing concern and a cause for passionate debates. Methodology: This study considered two types of research to compare findings. One study was gathered from the literature to demonstrate how children use mobile devices, apps, and video genres based on age groups. The second study looked at 45 children attending Pasitos and the type of mobile devices they used during child care time at home. Pasitos is a pre-k and 1st and 2nd grade school in El Salvador. Contribution: Identify the type of mobile devices mostly used by children during child care activities. Findings: (1) Touchscreens are the most intuitive interfaces for young children; (2) children’s use of technology can strengthen the relationships between home and school; and (3) mobile apps consider children’s emotions, learning activities, and interaction in the development and design. Recommendations for Practitioners: Touchscreens are the most intuitive interfaces for young children, and adult supervision enhances the children's experience. Recommendation for Researchers: Mobile apps for design and development must consider children’s emotions, learning activities, and interaction. Impact on Society: Children’s use of technology can strengthen the relationships between home and school. Future Research: Few studies have researched the impact of young children’s cognitive and social development with the use of mobile apps.
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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.
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Mendoza, Antonette, Sue Wright, and David Shallcross. "‘Teach the teacher’: Design and evaluation of a professional teaching development program." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9385.

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A significant aspect of engineering education is the tutorial experience. This article describes the development and evaluation of a Tutor Development Program delivered within a School of Engineering in one of Australia’s leading universities. The paper presents a novel framework for an extended tutor professional development program that fosters interactive ways of engaging students. Evaluation of the program involved feedback from participating tutors, their students and the program facilitator. Our results show that tutors found the program extremely useful and, in turn, their students responded positively to the strategies tutors implemented. Observations by the program facilitator support these findings. We argue that an extended professional development program that facilitates active engagement is a crucial component in engineering education.
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SERB (TANISLAV), Maria Cristina. "Digitalization – a Key Factor in the Personal Professional Development of Human Resources in Educational Organizations." In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/28.

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In the European Union, we are trying to achieve an extended common area of education, that will have to face the challenges of a more global economy. The current European context offers the possibility of harmonizing VET education systems in the component countries and also the perspective of ensuring the education quality. Present-day researches show that students’ emotional development is decisive for school and life success or mental health. An important role in this process is played by the human resource in VET education. The teacher must be able to provide the opportunity for students to identify, use, understand and manage emotions, in order to communicate effectively, to empathize with those around us, to overcome challenges and to prevent and mitigate conflicts. This research presents an analysis of the role of digitalization in the personalprofessional development of human resources in educational organizations. Mindfulness practices are an important factor in intensifying focus and clarity of mind, processes that can help improve cognitive functions, ultimately having an impact on improving the balance between personal and professional life. This research presents the most important results regarding the need for personal-professional development of teachers through the processes digitalization. The data obtained are the result of applying a questionnaire on a representative sample of teachers from pre-university VET education, from Dambovita county. These served to shape a system of factors with a role in increasing the quality of the teaching process.
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Benlloch-Dualde, Jose V., and Sara Blanc. "eSGarden: a European initiative to incorporate ICT in schools." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10209.

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Knowledge transfer to the society is undoubtedly one of the main objectives of Universities. However, it is important that these advances reach the youngest, many of them, future university students. Having this in mind, a European project around how incorporating ICT in school gardens was proposed (SCHOOL GARDENS FOR FUTURE CITIZENS, 2018-1-ES01-KA201-050599). In this project, both universities and schools, belonging to five European countries, are collaborating with public and private organizations with social concerns, environmental responsibility and sustainability. School gardens is a broad topic that combine technological needs for managing and control with education in values of environmental sustainability, social inclusion and citizenship, transmission of tradition, and the promotion of digital culture in both girls and boys from the early school stages. These last aspects are aligned with some sustainable development targets (SDGs), such as ensuring healthy lives and promote well-being for all at all ages, inclusive and equitable quality education, gender equality or responsible consumption. A further challenge of the consortium is to extend the proposed approach to other schools throughout Europe with the same interests and impact, considering cultural diversity and climate differences.
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"OLD SCHOOL MEETS NEW SCHOOL: THE ADAPTIVE SCHOOL BOOK APPROACH - Adaptivity Extends Conventional School Books with Digital Media." In 3rd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003346601300139.

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Hecht, B. A., and J. Werner. "Stimulating engineering design through the Junior Solar Sprint at Citizen Schools extended learning time apprenticeship." In 2013 3rd IEEE Integrated STEM Education Conference (ISEC). IEEE, 2013. http://dx.doi.org/10.1109/isecon.2013.6525208.

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Baumont, Genevieve, Tanja Perko, Grażyna Zakrzewska, Metka Kralj, Daniela Diaconu, and Nadja Železnik. "Review of the Content Analysis of Physics School Books Coming From Different European Countries on Radioactivity and Nuclear Energy." In 2017 25th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/icone25-66020.

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The EAGLE project was a Euratom FP7 which helped to identify and disseminate good practices in information and communication processes related to ionizing radiation. For this purpose, the consortium reviewed national and international data, tools and methods as well as institutional work in order to identify education, information and communication needs. Generally in high school the first concepts on radioactivity and ionizing radiation (IR) are introduced mainly in the subjects of physics or physical chemistry. There are a number of concepts in relation with IR and nuclear topics, and different ways to teach them: theoretical, mathematical, historical or practical. The question also rose, to what extend the various topics related to ionizing radiation (health, environment, history) are dealt with. As already mentioned, all these questions let to the idea to compare the content dealing with radioactivity and nuclear topics in different physics school books and more specifically schoolbooks for high school students (in the age 17 to 18). The method was as follows: - For the review the different partners of EAGLE have sent the schoolbooks used for the target group, or scanned documents. - Spanish schoolbooks and English schoolbooks were purchased to extend the review to other EU countries. - IRSN works in partnership with a high school based in the French town Vichy. - Each book was analyzed in detail to list with precision the content. A matrix helped to compare them. The paper presents the comparison of the contents of these books and their analysis. Some recommendations coming from the Eagle project will be discussed.
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Barakat, Nael. "The Ultimate Experience in Learning Robotics: Building Robots in a Robotics Course." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67003.

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Most engineering schools currently include a curriculum component that introduces students to the field of robotics. Multiple methods and techniques are used by engineering educators to help students gain familiarity and interest in robotic systems and their applications. However, very rarely the students get the opportunity to gain the ultimate experience of applying acquired knowledge of the field through building an actual robot. This is because building a robot during a college course involves multiple challenges including robotic systems high complexity and the requirement of combining multiple knowledge bases. Students studying robotics end up, at the most, programming purchased robots, or simulating robots using software, but not actually going through the realities and challenges of putting the system together and making it functional to the point of experimenting with it. In this paper, a unique experience in learning robotic systems and building actual robots is presented. This experience is made available in an elective course on robotic systems engineering at Grand Valley State University (GVSU), School of Engineering (SOE). The produced robots are two or three jointed arm configuration robots, controlled by a programmable microcontroller and built based on classroom gained knowledge. In the classroom, the students learn the kinematics and simplified dynamics of robots, as well as other related topics. In the laboratory, the students are required to apply the learned concepts of kinematics and design in combination with control systems to build a robot that will help them understand and demonstrate these concepts. The course final projects include robotic systems that are built or integrated by teams of students. These projects provide a range of challenges that extends from mechanical design to control systems. The projects are taken up by teams of students having diversified interests and skill bases within the course. The final outcomes of the course are working robotic systems that can demonstrate the students’ knowledge and interest, which the students use significantly as a proof of their competence level when putting together their resumes to move into the next level of their careers. From an educational angle, the course provides the students with an opportunity to combine multiple knowledge sets, skills, and interest to gain the ultimate experience in education: producing a functional system to specifications.
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Reports on the topic "Extended school education"

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Gao, Xin, Aiko Kikkawa, and Jong Woo Kang. Evaluating the Impact of Remittances on Human Capital Investment in the Kyrgyz Republic. Asian Development Bank, May 2021. http://dx.doi.org/10.22617/wps210189-2.

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Remittances from overseas can encourage human capital investment, but empirical studies have shown mixed evidence. This paper uses a 5-year panel dataset in the Kyrgyz Republic to examine the impact of remittances on the human capital formation of school-age children. After correcting for endogeneities with instrumental variables, the study finds that remittances have negative impacts on educational achievement. Extended hours of farm labor by children and increased expenditure on durable goods are identified among recipient households. To mitigate negative effects of remittances on children’s learning, the findings call for actions such as financial literacy education and better monitoring of farm labor hours of school-age children.
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Habyarimana, James, Ken Ochieng' Opalo, and Youdi Schipper. The Cyclical Electoral Impacts of Programmatic Policies: Evidence from Education Reforms in Tanzania. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/051.

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A large literature documents the electoral benefits of clientelistic and programmatic policies in low-income states. We extend this literature by showing the cyclical electoral responses to a large programmatic intervention to expand access to secondary education in Tanzania over multiple electoral periods. Using a difference-indifference approach, we find that the incumbent party's vote share increased by 2 percentage points in the election following the policy's announcement as a campaign promise (2005), but decreased by -1.4 percentage points in the election following implementation (2010). We find no discernible electoral impact of the policy in 2015, two electoral cycles later. We attribute the electoral penalty in 2010 to how the secondary school expansion policy was implemented. Our findings shed light on the temporally-contingent electoral impacts of programmatic policies, and highlight the need for more research on how policy implementation structures public opinion and vote choice in low-income states.
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