Journal articles: '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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Kraft, Matthew A. "How to Make Additional Time Matter: Integrating Individualized Tutorials into an Extended Day." Education Finance and Policy 10, no. 1 (January 2015): 81–116. http://dx.doi.org/10.1162/edfp_a_00152.

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Evidence on the effect of extending the school day is decidedly mixed because of the stark differences in how schools use additional time. In this paper, I focus narrowly on the effect of additional time used for individualized tutorials. In 2005, MATCH Charter Public High School integrated two hours of tutorials throughout an extended day. The unanticipated implementation of this initiative and the school's admissions lottery allow me to use two complementary quasi-experimental methods to estimate program effects. I find that providing students with daily tutorials that are integrated into the school day and taught by full-time, recent college graduates increased achievement on tenth-grade English language arts exams by 0.15–0.25 standard deviations per year. I find no average effect in mathematics beyond the large gains students were already achieving, although quantile regression estimates suggest the tutorials raised the lowest end of the achievement distribution in mathematics.

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Butler, Jesse K., Ruth G. Kane, and Christopher E. Morshead. "“It’s My Safe Space”: Student Voice, Teacher Education, and the Relational Space of an Urban High School." Urban Education 52, no. 7 (March 15, 2015): 889–916. http://dx.doi.org/10.1177/0042085915574530.

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White Canadian teacher candidates are brought into direct dialogue with urban high school students through a yearlong immersion in a high school with a “demonized” image in the broader community. Interviews with students reveal experiences of school as “my safe space” and the predominance of a student culture not characterized by resistance, but by a positive experience of school as an autonomous relational space. We argue that attention to student voices through extended immersion in urban high schools enables teacher candidates to experience schools as uniquely situated spaces and disrupts the tendency to essentialize urban students and their schools.

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Gándara, Patricia, and Judy Fish. "Year-Round Schooling as an Avenue to Major Structural Reform." Educational Evaluation and Policy Analysis 16, no. 1 (March 1994): 67–85. http://dx.doi.org/10.3102/01623737016001067.

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This article reports on a study that sought to experiment with multiple education reforms in the context of an extended school calendar year. Three schools, with very different characteristics, undertook to extend their school year to approximately 223 days (from the previous 180 days), reorganize funding to provide more days of schooling for many students, and increase the length of the work year, and consequently the salaries, of teachers. All three schools were able to demonstrate increases in academic achievement, a high level of parent and teacher satisfaction, and a cost-effective use of existing school facilities. Implications for education reform and year-round schooling are discussed.

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Steinmann, Isa, and Rolf Strietholt. "Student achievement and educational inequality in half- and all-day schools: Evidence from Germany." International Journal for Research on Extended Education 6, no. 2-2018 (April 25, 2019): 175–97. http://dx.doi.org/10.3224/ijree.v6i2.08.

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Several countries have expanded extended education in recent years. In Germany, the most substantial educational reform is the ongoing transformation of the traditional half-day school system into an all-day school system. Among politicians, expectations are high that all-day schools will promote student achievement and reduce social achievement inequalities. To test these assumptions, we used representative data from the National Educational Panel Study (NEPS) to estimate two-level latent growth models for achievement in grades 5, 7, and 9. The analyses revealed initial achievement differences but no differences in achievement growth or changes in inequality throughout secondary school. This suggests that selection mechanisms are at work but that half- and all-day schools are not differentially effective. We discuss these findings in light of the international debate on the quality of extended education.

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Gvozdetska, Svitlana, Petro Rybalko, Liudmyla Prokopova, Oksana Dubynska, and Andrii Кrasilov. "Peculiarities of Agility Development in Children of Primary School Age in Groups of the Extended Day." Bulletin of Luhansk Taras Shevchenko National University 1, no. 2 (340) (2021): 168–78. http://dx.doi.org/10.12958/2227-2844-2021-2(340)-1-168-178.

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The article is devoted to the study of the problem of agility development in children of primary school age at physical education classes in extended day groups. The aim of the article is to develop and experimentally substantiate the methodology of developing agility in children of primary school age in groups of extended day by means of moving games. To achieve this goal, the following research methods were used: analysis of scientific and methodological literature, pedagogical observation, testing the level of agility, pedagogical experiment, methods of mathematical statistics. In the process of studying and analyzing the scientific and methodological literature, it has been determined that the additional use of moving games at physical education classes in extended day groups has a positive effect on the development of agility in primary school pupils. Also, the analysis of existing programs and methods for conducting physical education classes in extended day groups showed that they are small and outdated and need scientific justification. For a predetermined and targeted impact on the agility development in primary school pupils at physical education classes in groups of extended day was developed the author’s methodology, which took into account: the content of the school curriculum in physical education for primary school children, age, gender, fitness level, pupils’ desire to attend physical education classes. To experimentally substantiate the developed methodology, a pedagogical experiment was conducted, the results of which indicate the effectiveness of the author’s methodology for the agility development in children of primary school age at physical education classes in extended day groups.

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Wright, Ruth. "A Holistic Approach to Music Education." British Journal of Music Education 15, no. 1 (July 1996): 71–81. http://dx.doi.org/10.1017/s0265051700003776.

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This paper originates from a research project investigating the effects of a ‘holistic’ approach to music education in the secondary school. It is based upon a case study involving the work of one secondary school music department where a ‘holistic’ approach to the music programme is adopted in that the work in the curriculum at Key Stages 3 and 4 is used as the basis for extended curricular work. It is concluded that the holistic approach offers an interesting and in many ways educationally beneficial alternative to the more traditional separatist approach to the curriculum and extended curriculum.

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Lincove, Jane A., Joshua M. Cowen, and Jason P. Imbrogno. "What's in Your Portfolio? How Parents Rank Traditional Public, Private, and Charter Schools in Post-Katrina New Orleans’ Citywide System of School Choice." Education Finance and Policy 13, no. 2 (March 2018): 194–226. http://dx.doi.org/10.1162/edfp_a_00222.

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We examine the characteristics of schools preferred by parents in New Orleans, Louisiana, where a “portfolio” of school choices is available. This tests the conditions under which school choice induces healthy competition between public and private schools through the threat of student exit. Using unique data from parent applications to as many as eight different schools (including traditional public, charter, and private schools), we find that many parents include a mix of public and private schools among their preferences, often ranking public schools alongside or even above private schools on a unified application. Parents who list both public and private schools show a preference for the private sector, all else equal, and are willing to accept lower school performance scores for private schools than otherwise equivalent public options. These parents reveal a stronger preference for academic outcomes than other parents and place less value on other school characteristics such as sports, arts, or extended hours. Public schools are more likely to be ranked with private schools and to be ranked higher as their academic performance scores increase.

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Katsiyannis, Antonis. "Extended School Year Policies: An Established Necessity." Remedial and Special Education 12, no. 1 (January 1991): 24–28. http://dx.doi.org/10.1177/074193259101200107.

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Prasertcharoensuk, Thanomwana, and Sirikarn Chanprasert. "The Administration of Student Support System in the Education Extended School under the Office of Khon Kaen Primary Educational Service Area 4." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 154–63. http://dx.doi.org/10.15405/ejsbs.2013.1.18.

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According to the core curriculum of Basic School 2008, specified the things students should know and practice in the learning standard and indicator including: knowledge and competency, ethics and morality, desirable value. The Office of Khon Kaen Primary Educational Service Area 4 implemented work to serve the Office of Basic School Commission and supported the student support system of Secondary Schools, and Extended Schools in implementing the sustainable student support based on action plan in moving the student support system. Therefore, the researchers were interested in studying the administrative system in student support system of the Extended School, how the situation and problem would be, and to find guidelines for administration of student support system to achieve goal in practicing based on the policy further.

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Boehm, Jan. "Supplementary Education." Journal of Education in Black Sea Region 4, no. 1 (December 9, 2018): 45–52. http://dx.doi.org/10.31578/jebs.v4i1.153.

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Private tutoring is an attendant phenomenon of school education, in which every third student in Austria is participating. However, social inequality in the education system is deepened not only through paid tuition, but also through additional educational opportunities. The article argues for an extended access to extracurricular educational opportunities in order to reveal social disparity.

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Audain, Irene. "Informal Extended Education in Scotland. An Overview of School Age Childcare." International Journal for Research on Extended Education 4, no. 2 (December 6, 2016): 137–42. http://dx.doi.org/10.3224/ijree.v4i2.25786.

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Gaziel, Haim, and Nachum Blass. "The Extended School Day in Israel: Do Research Findings Really Matter?" Educational Policy 13, no. 1 (January 1999): 166–79. http://dx.doi.org/10.1177/0895904899131013.

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Martin, Doug, and Peter Moss. "Back to the future? Remembering extended schools in a post-pandemic world." FORUM 63, no. 2 (July 1, 2021): 98–108. http://dx.doi.org/10.3898/forum.2021.63.2.09.

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The Covid-19 crisis calls for a transformation of education and schools, with the crisis having shown the many roles and purposes they do and can serve. But, the article argues, in the process of transformation there is another valuable experience to draw on: the 'Every Child Matters' policy agenda of the Labour government, including the concept of the extended school. Drawing on research into this ambitious programme, the article considers the potential of this image of the school, a rich image that has been wilfully neglected by governments since 2010.

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Cashman, John. "The 1906 Education Bill: Catholic Peers and Irish Nationalists." Recusant History 18, no. 4 (October 1987): 422–39. http://dx.doi.org/10.1017/s0268419500020705.

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ON 20TH DECEMBER, 1906, the Liberal Government of Sir Henry Campbell-Bannerman withdrew from the Order Book the Education Bill which had received its First Reading on 9th April, 1906. The Bill had proposed a drastic revision in the generous settlement which the voluntary schools had welcomed with the passing of the 1902 Education Act. The new proposals had sought to make all public elementary schools into ‘council schools’ controlled by the Local Authority. The denominations would receive an agreed rental for the use of their school buildings, and the upkeep of these buildings would become the responsibility of the Local Authority. But the power to appoint the teachers would also pass to the Local Authority. The only concession to the denominations was the proposal that extended facilities for denominational instruction on each school day would be made available in certain elementary schools if three-quarters of the parents whose children attended the schools asked for them. Head-teachers would not be allowed to give the denominational instruction, but assistant teachers would be allowed to give the instruction if they volunteered to do so. Failing this, the denominations would be responsible for providing the teacher to give the instruction. The controversial Clause Four excluded from this concession elementary schools in areas in which the only school was a denominational school, and in areas with a population of less than 5,000.

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MacLeod, W. Bentley, and Miguel Urquiola. "Is Education Consumption or Investment? Implications for School Competition." Annual Review of Economics 11, no. 1 (August 2, 2019): 563–89. http://dx.doi.org/10.1146/annurev-economics-080218-030402.

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Milton Friedman argued that giving parents freedom to choose schools would improve education. His argument was simple and compelling because it extended results from markets for consumer goods to education. We review the evidence, which yields surprisingly mixed results on Friedman's prediction. A key reason is that households often seem to choose schools based on their absolute achievement rather than their value added. We show that this can be rational in a model based on three ingredients that economists have highlighted since Friedman worked on the issue. First, education is an investment into human capital. Second, labor markets can feature wage premia: Individuals of a given skill level may receive higher wages if they match to more productive firms. Third, distance influences school choice and the placements that schools produce. These factors imply that choice alone is too crude a mechanism to ensure the effective provision of schooling.

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Furrer, Carrie J., Linda Magnuson, and Joseph W. Suggs. "Getting Them There, Keeping Them There: Benefits of an Extended School Day Program for High School Students." Journal of Education for Students Placed at Risk (JESPAR) 17, no. 3 (July 1, 2012): 149–64. http://dx.doi.org/10.1080/10824669.2012.695920.

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Löfgren, Håkan, Ragnhild Löfgren, and Héctor Pérez Prieto. "Pupils’ enactments of a policy for equivalence: Stories about different conditions when preparing for national tests." European Educational Research Journal 17, no. 5 (February 22, 2018): 676–95. http://dx.doi.org/10.1177/1474904118757238.

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This article revolves around the educational policy introduced in Swedish schools that has extended national testing to younger pupils. The policy is intended to support equal assessment and grading. With the exception of short-term preparations for the tests focused on here, the testing routines are regulated by the state. The paper aims to examine how the policy of national testing in grade six is enacted in different school contexts from a pupil’s point of view, and how this affects equivalence in school. A narrative analysis was conducted of pupils’ ( n = 150) stories about preparing for national tests in 11 schools. Three forms of enactments were distinguished according to how responsibility for test preparations was allocated in each school. In some schools, teachers invited the pupils systematically to the translation process. In other schools, pupils were given most of the responsibility for preparation and were left alone as actors vis-a-vis the policy. Finally, in schools that applied ad hoc preparations, the pupils’ position as actors became less secure and more multifaceted. This variety regarding the pupils’ test preparations in school stress that the different enactments of this policy of national testing have implications for the interpretation of equivalence in school.

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Ercegovac, Zorana. "Bridging the Knowledge Gap between Secondary and Higher Education." College & Research Libraries 64, no. 1 (January 1, 2003): 75–85. http://dx.doi.org/10.5860/crl.64.1.75.

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This article suggests several intersections for possible collaboration among different educational levels and disciplines. It describes some of the collaborative work between a physics teacher and a librarian at a high school level. In particular, science-integrated information literacy competencies have been selected that may easily be mapped to, and extended for, higher education. The paper concludes with directions for further study and a crossover between information literacy standards for secondary schools and colleges.

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Stanley, Dick, and Manya Sundström. "Extended analyses: finding deep structure in standard high school mathematics." Journal of Mathematics Teacher Education 10, no. 4-6 (November 28, 2007): 391–97. http://dx.doi.org/10.1007/s10857-007-9050-z.

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Li, Tengyue, Joao Alexandre Lobo Marques, and Simon Fong. "Health and Well-Being Education." International Journal of Extreme Automation and Connectivity in Healthcare 2, no. 2 (July 2020): 42–53. http://dx.doi.org/10.4018/ijeach.2020070105.

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The use of learning analytics (LA) in real-world educational applications is growing very fast as academic institutions realize the positive potential that is possible if LA is integrated in decision making. Education in schools on public health need to evolve in response to the new knowledge and the emerging needs like how to deal with violence or eviction as well as understanding health pandemics like the Corona virus. However, in education, emotion should be considered prior to a full cognition. While negative emotions tend to make one clearly remember data including the minutest detail, positive emotions tend to help one remember more complex things. Using learning analytics, the authors based on LA extended the SCARF model to include social life indicators like happiness. The hypothesis of the extended SSCARF model has been via ignited by the experimentation and data mining from this work with a voluntary teaching program in a local rural school. The results show of SSCARF model reveals that happiness is of more value in the children's learning compared to the material wealth.

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Viviane Aparecida Blanco, Pereira. "Extended School Day: Intersectoriality for the Development of Integral Education in Santos." Journal of Modern Education Review 9, no. 4 (April 20, 2019): 269–74. http://dx.doi.org/10.15341/jmer(2155-7993)/04.09.2019/006.

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Wantchekon, Leonard, Marko Klašnja, and Natalija Novta. "Education and Human Capital Externalities: Evidence from Colonial Benin *." Quarterly Journal of Economics 130, no. 2 (January 30, 2014): 703–57. http://dx.doi.org/10.1093/qje/qjv004.

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Abstract Using a unique data set on students from the first regional schools in colonial Benin, we investigate the effect of education on living standards, occupation, and political participation. Since both school locations and student cohorts were selected with very little information, treatment and control groups are balanced on observables. We can therefore estimate the effect of education by comparing the treated to the untreated living in the same village, as well as those living in villages where no schools were set up. We find a significant positive treatment effect of education for the first generation of students, as well as their descendants: they have higher living standards, are less likely to be farmers, and are more likely to be politically active. We find large village-level externalities—descendants of the uneducated in villages with schools do better than those in control villages. We also find extended family externalities—nephews and nieces directly benefit from their uncle’s education—and show that this represents a “family tax,” as educated uncles transfer resources to the extended family.

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Wilds, Thomas F., and George N. Liacopoulos. "Extended School Year Services: A Consumer Perspective on Implementation." Journal of the Association for Persons with Severe Handicaps 13, no. 4 (December 1988): 244–50. http://dx.doi.org/10.1177/154079698801300402.

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The status of extended school year (ESY) services was assessed through a national survey of the chapters of the National Society for Children and Adults with Autism (NSAC). The results of the 66 NSAC chapters that responded were compared with previous research that surveyed state and local education agencies about ESY implementation. Although the availability of ESY programs appears to be increasing, public officials and consumers differ in their perceptions of the methods and criteria employed by states to implement ESY services. Differences among states were evident with regard to the operationalization of various aspects of ESY such as eligibility criteria and length of programs.

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Etscheidt, Susan. "Extended School Year Services: A Review of Eligibility Criteria and Program Appropriateness." Research and Practice for Persons with Severe Disabilities 27, no. 3 (September 2002): 188–203. http://dx.doi.org/10.2511/rpsd.27.3.188.

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Students with disabilities may require extended school year services (ESYS) to receive a free appropriate public education (FAPE). Although the Individuals with Disabilities Education Act (IDEA) regulations require ESYS if necessary to provide FAPE, the Department of Education has “declined to establish standards” for ESYS eligibility. Absent federal guidelines concerning eligibility, IEP teams rely upon state standards and judicial interpretations in determining a student's need for ESYS. This article extended a review of ESYS eligibility factors conducted by Rapport and Thomas (1993). Fifty-seven ESYS cases were reviewed for factors used in decisions concerning ESYS eligibility and program appropriateness. Several implications for school IEP teams are also presented.

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Reynolds, Arthur J., Judy A. Temple, Dylan L. Robertson, and Emily A. Mann. "Age 21 Cost-Benefit Analysis of the Title I Chicago Child-Parent Centers." Educational Evaluation and Policy Analysis 24, no. 4 (December 2002): 267–303. http://dx.doi.org/10.3102/01623737024004267.

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We conducted the first cost-benefit analysis of a federally financed, comprehensive early childhood program. The Title I Chicago Child-Parent Centers are located in public schools and provide educational and family support services to low-income children from ages 3 to 9. Using data from a cohort of 1,539 program and comparison-group children born in 1980 who participate in the Chicago Longitudinal Study, measures of program participation were significantly associated with greater school achievement, higher rates of high school completion, and with significantly lower rates of remedial education services, juvenile delinquency, and child maltreatment. Economic analyses indicated that the measured and projected economic benefits of preschool participation, school-age participation, and extended program participation exceeded costs. In present-value 1998 dollars, the preschool program provided a return to society of $7.14 per dollar invested by increasing economic well-being and tax revenues, and by reducing public expenditures for remedial education, criminal justice treatment, and crime victims. The extended intervention program (4 to 6 years of participation) provided a return to society of $6.11 per dollar invested while the school-age program yielded a return of $1.66 per dollar invested. Findings demonstrate that an established public program can provide benefits that far exceed costs. Key elements of CPC program effectiveness include an instructional focus on literacy, opportunities for intensive parent involvement, and implementation by well-trained staff within a single administrative system.

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Stecher, Ludwig. "Extended Education – Some Considerations on a Growing Research Field." International Journal for Research on Extended Education 6, no. 2-2018 (April 25, 2019): 144–52. http://dx.doi.org/10.3224/ijree.v6i2.05.

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In most modern countries, much learning in childhood and adolescence takes place outside of regular school hours. That holds for community-based programs – like afterschool programs – as well as for private offerings – like private tutoring. In the international research literature, this field of learning opportunity is called extended education. This article attempts to define the term, extended education, and to describe in some detail the common features of extended education programs and activities, focusing among other things on questions of methods, outcomes and professionals working in this field. The article addresses additionally the question whether learning in the field of extended education decreases social inequality, or, on the contrary, widens the social gap. The most important conclusion is that many relevant questions regarding social inequality and the effectiveness of extended education are still empirically open to research.

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Ramsey, John M., and Martha Kronholm. "Science related social issues in the elementary school: The Extended Case Study approach." Journal of Elementary Science Education 3, no. 2 (April 1991): 3–13. http://dx.doi.org/10.1007/bf03173037.

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Bruno, Luís, and Elsa Rodrigues. "A web system to engage people to reducing the environmental footprint of a school." E3S Web of Conferences 171 (2020): 02001. http://dx.doi.org/10.1051/e3sconf/202017102001.

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This paper describes the development study of a solution to promote the Eco-Schools program for a higher school (ESTIG). The solution should communicate the actions and results of the Eco-Schools program, raise awareness from school all members to environmental education and involve the school community to save resources and to make selective waste collection through their monitoring. This Web system is composed by a front-office and a back-office and was developed according to principles and techniques of the software engineering area. The front-office were validated through user tests with 23 participants. In general, for generic tasks participants found the system easy to use and it was efficient and effective. For a more complex tasks participants had more difficulties to use and the system didn’t present so efficient and effective. There is a space to improve this system in order to involve more school members to environmental protection and education extended to other schools.

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Hobbs, Dale G. "Parent Expectations of a 27 Day Extended Stay Outdoor Education School Program (ESOESP)." Journal of Outdoor and Environmental Education 15, no. 2 (December 2011): 36–43. http://dx.doi.org/10.1007/bf03400926.

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Klerfelt, Anna, and Ludwig Stecher. "Swedish School-age Educare Centres and German All-day Schools – A Bi-national Comparison of Two Prototypes of Extended Education." International Journal for Research on Extended Education 6, no. 1-2018 (December 19, 2018): 49–65. http://dx.doi.org/10.3224/ijree.v6i1.05.

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In Sweden and in Germany, an extensive system of extended education programmes and activities has been established within the last decades. Prototypic examples of this development are school-age educare centres in Sweden and all-day schools in Germany. In this article a bi-national comparison, aiming to find some similarities and differences by means of historical background, current questions of student learning, staff professionalism, and research findings, is presented. It can be shown that, though Swedish school-age educare centres and German all-day schools are based on pedagogical roots reaching back to the end of the 19th and the beginning of the 20th century, their historical developments are quite different. Whilst in Sweden the school-age educare idea became entrenched in the society and the collective beliefs about the necessity of learning outside the classroom, in Germany the all-day school model never prevailed. That only changed in the beginning of the 21st century when PISA showed that the German education system was not performing very well. Based on the different developments over time, both models established different features. With regard to student learning, the Swedish model is more oriented towards fostering creativity and imagination, whilst the German model is more oriented towards curricular learning. One difference concerning the students are that in Germany the all-day school embrace both children and youths up to the end of secondary-II level (up to 18/19 years), in Sweden young people older than 13 years old cannot participate in the school-age educare. In Sweden educators working outside of the classroom are academically trained in quite the same way as classroom teachers, whilst in Germany there is no such common regulation. Based on the more curricular learning centred view in Germany, some large scale effectivity studies were conducted within the last decade. Such comprehensive research programs are lacking in Sweden. We will give a short overview of some main research findings and discuss future research topics.

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Hou, G., and C. Mowa. "Using Advanced Microscopy to Promote Science Education in an After School Enrichment Program." Microscopy and Microanalysis 17, S2 (July 2011): 382–83. http://dx.doi.org/10.1017/s1431927611002789.

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Long, Janette. "Assisting beginning teachers and school communities to grow through extended and collaborative mentoring experiences." Mentoring & Tutoring: Partnership in Learning 17, no. 4 (November 2009): 317–27. http://dx.doi.org/10.1080/13611260903284390.

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Branislav, ANTALA, Ivashchenko Sergi, and Lopatenko Georgiy. "INTERNATIONAL FEDERATION OF PHYSICAL EDUCATION AND ITS IMPACT TO MONITORING OF QUALITY PHYSICAL EDUCATION IN THE WORLD." Sport Science and Human Health 4, no. 2 (2020): 4–9. http://dx.doi.org/10.28925/2664-2069.2020.2.1.

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Introduction. Physical activity is already well established in all Member States of the EU in the form of physical education as well as various programmes to enable young people to be physically active before, during and after the school day. Nevertheless, active school breaks and inclusion of physical activity into school lessons could be extended at national level. The number of hours of physical education is often defined subnationally and in some instances by schools. Increasing the number of mandatory hours and setting standards to ensure quality could further help students to reach the WHO recommendations and ensure the potential of schools for promoting physical activity among young people. The study aimed to find out the best practices of the International Federation of Physical Education to monitoring of quality physical education. Material and methods: theoretical analysis and generalization of literary sources. Results. Physical activity of youth can be increased in several ways. The most broadly used practice is physical education, which is part of the school curriculum in all EU Member States; however, the number of hours of physical education provided, whether compulsory or optional, and the quality vary widely among countries. In order to provide good quality, regular physical education and promote safe physical activity to all young people in schools, physical education teachers must be adequately trained in promoting health-enhancing physical activity, in addition to traditional sports. Conclusions. It needs to be viewed in the context of inter-related strategies to embrace the formulation and development of inclusive and equitable curricula, which provide personally meaningful and socially and culturally relevant experiences and which attract young people to the joy and pleasure of physical activity so as to foster an active healthy lifestyle over the full life-span. Quality physical education curricula need to be based on the vision that the knowledge, skills and understanding acquired facilitate attainment of physical literacy and be part of a well-structured physical education programme spanning from early childhood education to the upper secondary level.

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Waters, Lea. "A Review of School-Based Positive Psychology Interventions." Australian Educational and Developmental Psychologist 28, no. 2 (December 1, 2011): 75–90. http://dx.doi.org/10.1375/aedp.28.2.75.

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The aim of this paper is to review school-based interventions that have been designed to foster student wellbeing and academic performance by following a positive psychology approach that seeks to cultivate positive emotions, resilience and positive character strengths. Following the calls of the 21st century education movement for schools to incorporate student wellbeing as a focus of learning, the current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated. The evidence shows that positive psychology programs are significantly related to student wellbeing, relationships and academic performance. The paper makes suggestions for the further development of positive psychology interventions in schools and explores the factors that could allow positive psychology to be extended, and more systematically embedded, into schools.

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Blank, Marion, and Sheila J. White. "A Model for Effective Classroom Discourse: Predicated Topics with Reduced Verbal Memory Demands." Australasian Journal of Special Education 16, no. 2 (1992): 32–39. http://dx.doi.org/10.1017/s1030011200023988.

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School failure often stems from a mismatch between the language used by children and the language used in schools. Central to the mismatch is the fact that schools use “extended texts” (i.e., long stretches of language that expound a topic). Extended texts impose major and unique language processing demands that are unfamiliar to many children. At the same time, these texts cannot be abandoned since they are central to the school’s educational mission. However, it is possible to modify the form they have commonly taken. This form, developed to meet the constraints of a prior time, is marked by dual disadvantages: a) it emphasizes memory for details, a skill that is problematic in many language disabled students and b) it is based upon “isolated” decontextualized concepts that do not support coherent discussion. This paper offers an alternative model for classroom text which involves the use of a) memory aids (i.e., materials to reduce the need for recall of verbal details) and b) “predicated topics,” (i.e., patterns for structuring conceptual information in a predictable and relevant manner).

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Hakim, Sittara. "Supporting access to open education resources and massive open online courses for high school students of New Zealand." E-Learning and Digital Media 14, no. 4 (July 2017): 244–53. http://dx.doi.org/10.1177/2042753017692724.

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Open education promotes an absolute openness in the dissemination of education, eliminating barriers including, but not limited to, cost and access to free and relevant resources. For open education, digital content has provided a means of not just sharing resources, but for promoting an interactive and collaborative culture of pooled Open Educational Resources to help others have the freedom of learning and educating themselves as per their necessity and yearning. Open Educational Resources in higher education have quickly gained a reputation, expanded and evolved with Massive Open Online Courses. In this paper, the significance, approach and implications of open education are extended to secondary education. Recommendations are reported for the development of High School Open Educational Resources in New Zealand, including the establishment of a High School Object Repository.

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Ellis-Robinson, Tammy, and Jessica Wayde Coles. "School, university and community collaboration to promote equity through inclusive cultural competence." education policy analysis archives 29 (March 29, 2021): 44. http://dx.doi.org/10.14507/epaa.29.4670.

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In a series of action-research forums university researchers/faculty, school, family, and community stakeholders engaged collaboratively to explore and identify effective practices and ongoing needs related to the development of inclusive cultural competence for pre-service and in-service teachers, and the institutions that develop and employ them. Forum participants discussed plans for future collaborative projects focused on equity and social justice in local schools and community organizations. The collaborative relationships extended beyond the forums to include additional projects focused on equity. Researchers used a qualitative analysis of forum input and researcher field notes, including deductive category application of codes derived from literature and modeling of intersections of theory and forum output to identify problem areas, analyze themes of best practice, and formulate ideas for future action.

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Parente, Cláudia da Mota Darós. "Multiple-shift schooling: international context and the brazilian case." Revista Tempos e Espaços em Educação 13, no. 32 (April 21, 2020): 1–20. http://dx.doi.org/10.20952/revtee.v13i32.12962.

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The article systematizes the main concepts, arguments and characteristics of multipleshift schooling in the international context and in Brazil, through bibliographic and documentalresearch. The presentation of the specificities of the multiple-shift schooling in different countries provided elements for the analysis of the Brazilian case. The article highlights the emergence of multiple-shift schooling in the early twentieth century, its widespread nationwide, the emergence of experiences of extended school day, the naturalization of the multiple-shift schooling in the country, the diversity of shifts, school day and schedules and the recent goal of full-time education. Expanding the provision of full-time education does not necessarily mean eliminating multiple-shift schooling. There are still numerous challenges for public schools (half-day or fullday). Analysis of school day and full-time education associated with multiple-shift schooling may bring new perspectives to the formulation and implementation of educational policies.

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Kabir, Humayun. "Recommendations for school-going students post CoVid-19 in Bangladesh." Bioinformation 17, no. 4 (April 30, 2021): 500–505. http://dx.doi.org/10.6026/97320630017500.

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The CoVid-19 pandemic caused by SARS-CoV-2 has taken more lives than any other pandemic so far, with non-pharmacological interventions such as lockdown, school closures, and travel bans, especially social distance, abounding around the world. With limited resources, these interventions pose the ultimate challenge to the education system in developing countries like Bangladesh, especially in providing uninterrupted education for all children in rural areas, where a significant number of students are enrolled in this area. However, the initiative to close schools for an extended period has affected children physically, emotionally, socially, and in various ways. Noteworthy, it demands to reopen to protect the future of children. Schools have reopened in many countries around the world. It is of interest to document recommendations for school-going students post CoVid-19 in Bangladesh using evidence-based data, information, and knowledge. We document such data in the context of Bangladesh to take such policy initiatives.

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Chou, Shin-Yi, Jin-Tan Liu, Michael Grossman, and Ted Joyce. "Parental Education and Child Health: Evidence from a Natural Experiment in Taiwan." American Economic Journal: Applied Economics 2, no. 1 (January 1, 2010): 33–61. http://dx.doi.org/10.1257/app.2.1.33.

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In 1968, the Taiwanese government extended compulsory education from 6 to 9 years and opened over 150 new junior high schools at a differential rate among regions. Within each region, we exploit variations across cohorts in new junior high school openings to construct an instrument for schooling, and employ it to estimate the causal effects of mother's or father's schooling on infant birth outcomes in the years 1978–1999. Parents' schooling does cause favorable infant health outcomes. The increase in schooling associated with the reform saved almost 1 infant life in 1,000 live births. (JEL I12, I21, J12, J13, R23)

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Journal articles on the topic 'Extended school education'

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