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Journal articles on the topic 'Outside school'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Pagni, David. "Doing Mathematics Outside of School." Teaching Children Mathematics 9, no. 3 (2002): 175–78. http://dx.doi.org/10.5951/tcm.9.3.0175.

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As a teacher educator, I try to help prospective teachers understand that problems can be solved in many ways and to be aware of others' mathematical reasoning. In particular, when solving a problem, I want students to be able to explain their mathematical reasoning to someone other than another student or me. Because my students plan to pursue teaching careers, I also want them to view mathematics as an activity that can be shared with friends and family members. This approach pushes students to listen to how people outside of class solve mathematics problems and reflect on how they communicate their reasoning.

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2

Lilley, Tricia. "Children's Mathematical Experiences Outside School." Early Years 16, no. 1 (1995): 31–35. http://dx.doi.org/10.1080/0957514950160107.

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3

Wade, Rahima C. "Thinking Outside the (School) Box." Theory & Research in Social Education 36, no. 2 (2008): 158–62. http://dx.doi.org/10.1080/00933104.2008.10473371.

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4

Castro, Claudio de Moura, and Torkel Alfthan. "Computers and education outside school." Prospects 20, no. 2 (1990): 187–96. http://dx.doi.org/10.1007/bf02196320.

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5

Taber, Daniel R., June Stevens, Leslie A. Lytle, et al. "Association Between School- and Nonschool-Based Activity Programs and Physical Activity in Adolescent Girls." Journal of Physical Activity and Health 8, no. 7 (2011): 971–77. http://dx.doi.org/10.1123/jpah.8.7.971.

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Background:Some researchers have questioned if activity programs would be more effective if based outside school (eg, community leagues) rather than within schools. This study compared participation in activity programs based within and outside of school, and estimated the associations between participation and moderate-vigorous physical activity (MVPA) among adolescent girls.Methods:Within the Trial of Activity for Adolescent Girls, independent samples of 1559 6th-grade girls (age 11 to 12) and 3282 8th-grade girls (age 13 to 14) reported program participation using questionnaires. MVPA was measured using accelerometers. Linear mixed models accounted for school and site clustering.Results:Sixth-grade girls reported 5 times as many programs outside school as within school (4.1 vs. 0.8); daily MVPA was 0.29 minutes higher (1.2% of the mean) for each additional program outside school. Compared with 6th-grade girls, 8th-grade girls participated in 1.3 fewer programs outside school, while programs’ association with MVPA was unchanged. Conversely, school programs’ association with MVPA was greater in 8th grade. Daily MVPA was 1.33 minutes higher per school program, and participation declined 0.13.Conclusion:Programs within and outside schools can both increase activity among adolescent girls. Intervention research should focus on increasing participation in school programs, and increasing movement during programs outside school.

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Soliday, Mary. "Writing a Self In/Outside School." Literacy in Composition Studies 1, no. 1 (2013): 48–50. http://dx.doi.org/10.21623/1.1.1.11.

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Kapedani, Kujtim, and Florian Mema. "Physical Activities to Youth Outside School." Journal of Advances in Sports and Physical Education 3, no. 8 (2020): 121–23. http://dx.doi.org/10.36348/jaspe.2020.v03i08.002.

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8

Samuel, Michael, and Yusuf Sayed. "Inside and Outside the School Gates:." IDS Bulletin 34, no. 1 (2003): 90–95. http://dx.doi.org/10.1111/j.1759-5436.2003.tb00063.x.

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9

Seels, Barbara. "Let’s stop ignoring “outside of school”." TechTrends 35, no. 2 (1990): 52. http://dx.doi.org/10.1007/bf02832092.

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Playko, Marsha A. "Educational Leadership Outside the School Administrator's Door." Teaching Education 5, no. 1 (1992): 81–90. http://dx.doi.org/10.1080/1047621920050111.

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Kumar, Keval Joe. "Media Education Outside School — the Indian Experience." Educational Media International 26, no. 4 (1989): 215–18. http://dx.doi.org/10.1080/0952398890260407.

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12

Cullingford, Cedric, and Jenny Morrison. "Peer Group Pressure Within and Outside School." British Educational Research Journal 23, no. 1 (1997): 61–80. http://dx.doi.org/10.1080/0141192970230106.

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13

Challet, Anna. "Thinking Outside the Mosque." Boom 5, no. 4 (2015): 104–8. http://dx.doi.org/10.1525/boom.2015.5.4.104.

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This article discusses how the community at Zaytuna College, the first and only accredited Muslim college in the United States, is charting the future of Islam in America. The college is located in Berkeley, California and admitted its first class in 2010. The article gives an overview of the school and its curriculum, which combines Islamic scholarship with Western teachings. The piece then profiles four members of the school community–a female student who was raised as a Muslim, a male student who converted to Islam, and two faculty members (both of whom are also converts).

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14

FUKAWA, Ayumi. "Changing the Relationship between School, Home, and Outside School in Education:." Journal of Educational Sociology 102 (May 31, 2018): 195–215. http://dx.doi.org/10.11151/eds.102.195.

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15

Van Houtte, Mieke, and Peter A. J. Stevens. "School Ethnic Composition and Students' Integration Outside and Inside Schools in Belgium." Sociology of Education 82, no. 3 (2009): 217–39. http://dx.doi.org/10.1177/003804070908200302.

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16

Skyhar, Candy. "Thinking Outside the Box." Theory & Practice in Rural Education 10, no. 1 (2020): 42–72. http://dx.doi.org/10.3776/tpre.2020.v10n1p42-72.

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Despite the fact that they are all unique, rural school districts/divisions (in Canada and elsewhere) face similar challenges when it comes to providing effective professional development (PD) for teachers. Issues related to funding, geography, staffing, and contextual differences impact the availability of PD opportunities for educators in rural contexts; however, rural school divisions possess many strengths from which solutions to these challenges might be fashioned. The question of how rural divisions might construct local teacher PD models that draw on local strengths, mitigate local challenges, and support teacher professional growth is critical to the provision of quality education for rural students. Through a single-case study design, this study examined the effectiveness of a rural initiative, the Numeracy Cohort, that was locally constructed to mitigate challenges and improve mathematics instruction and student numeracy outcomes in a school division in Manitoba, Canada. Findings from the study suggest that (a) the Numeracy Cohort model was effective in accommodating contextual differences and mitigating challenges related to funding, geography and staffing through several promising practices; (b) the PD provided to teachers was effective in supporting teacher professional growth in several ways; (c) attention to the multiple nested and dynamic contexts in which teachers worked was an important and effective element of the model; (d) fostering social interaction (among teachers and with more competent others) was important for teacher learning; and (e) finding ways to foster human engagement through mediating tools for learning (e.g., dialogue, reflection, and action research) was critical to the model’s success.

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Chingos, Matthew M., and Martin R. West. "Do More Effective Teachers Earn More Outside the Classroom?" Education Finance and Policy 7, no. 1 (2012): 8–43. http://dx.doi.org/10.1162/edfp_a_00052.

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We examine earnings records for more than 130,000 classroom teachers employed by Florida public schools between the 2001–2 and 2006–7 school years, roughly 35,000 of whom left the classroom during that time. A majority of those leaving the classroom remained employed by public school districts. Among teachers in grades 4–8 leaving for other industries, a 1 standard deviation increase in estimated value added to student math and reading achievement is associated with 6–8 percent higher earnings outside teaching. The relationship between effectiveness and earnings is stronger in other industries than it is for the same groups of teachers while in the classroom, suggesting that current teacher compensation systems do not fully account for the higher opportunity wages of effective teachers.

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Simoncini, Kym, and Michelle Lasen. "Support for quality delivery of outside school hours care: A case study." Australasian Journal of Early Childhood 37, no. 2 (2012): 82–94. http://dx.doi.org/10.1177/183693911203700212.

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THERE HAS BEEN LITTLE research investigating Outside School Hours Care (OSHC) despite the growing demand for it in Australia. OSHC services can be managed by schools, Parents and Citizens' Associations, local councils, non-profit organisations or for-profit companies, and have varying levels of support available to them. This study investigates the different models of OSHC adopted by seven schools in a regional city in Queensland, with the aim of identifying elements that enhance quality of care. The schools—including two state, three Catholic and two independent—were all located in middle-to-high socioeconomic status (SES) suburbs in a small geographical area. In all seven, the OSHC services were on school premises. Data collection methods included interviews with principals, OSHC coordinators and area coordinators, as well as researcher observations. Quality Profiles awarded by the National Childcare Accreditation Council (NCAC) and themes emerging from an interview with the director of the Queensland Network of Children's Activities (QCAN) were used for triangulation and validation of results. Findings suggest that models of OSHC that provide coordinators with additional levels of support are more likely to deliver quality care to children. While support from the principal is important, that from outside the school in the form of area coordinators is vital in providing assistance with accreditation, professional development and networking. One key recommendation for services managed by Parents and Citizens' Associations is the additional support of an area coordinator.

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Ray, Rashawn, Dana R. Fisher, and Carley Fisher-Maltese. "SCHOOL GARDENS IN THE CITY." Du Bois Review: Social Science Research on Race 13, no. 2 (2016): 379–95. http://dx.doi.org/10.1017/s1742058x16000229.

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AbstractW. E. B. Du Bois’s perspective on education was that the social and physical environments outside of schools matter to the learning that takes place inside schools. Existing research shows that due to environmental disparities in school and neighborhood contexts, Black and low-income children spend less time in activities that promote physical, cognitive, and social capabilities. These outside environmental factors influence the academic achievement gap. School gardens are noted as resources that capture the fluid environments between schools and neighborhoods. Little research, however, has quantitatively examined whether school gardens actually help to attenuate race and class inequality in academic achievement. We aim to determine how school gardens serve as gateways to help close the achievement gap. We analyze quantitative data on fifth graders’ math, reading, and science standardized test scores in Washington, DC with two main aims: (1) To compare differences between traditional schools and garden-based learning schools to determine whether students who have a school garden perform academically better than their counterparts; and (2) to examine whether the presence of a school garden plays a role in reducing race and social class disparities in academic achievement. We find that the presence of a school garden is associated with higher test scores and persists even when controlling for the race and class composition of students for reading and science. We conclude by discussing how school gardens can be used as a policy tool to create more environmental equity in urban areas.

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Zuzovsky, Ruth, David Chen, and Pinchas Tamir. "Science knowledge acquired within and outside the school." Studies in Educational Evaluation 16, no. 3 (1990): 399–420. http://dx.doi.org/10.1016/s0191-491x(05)80096-3.

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21

Azeem, Muhammad, Azra Shakoor, Muhammad Bashir Gondal, Nusreen Mushtaq Nusreen Mushtaq, and Farhat Saleem. "How the Outside School Environment Affects Students’ Learning." International Journal of Learning: Annual Review 18, no. 11 (2012): 329–46. http://dx.doi.org/10.18848/1447-9494/cgp/v18i11/47791.

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22

Kantor, Jean-Michel. "Can mathematical culture be developed outside of school?" Mathematical Intelligencer 9, no. 1 (1987): 60–61. http://dx.doi.org/10.1007/bf03023577.

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23

Evenson, Kelly R., Fang Wen, Sarah M. Lee, Katie M. Heinrich, and Amy Eyler. "National Study of Changes in Community Access to School Physical Activity Facilities: The School Health Policies and Programs Study." Journal of Physical Activity and Health 7, s1 (2010): S20—S30. http://dx.doi.org/10.1123/jpah.7.s1.s20.

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Background:A Healthy People 2010 developmental objective (22-12) was set to increase the proportion of the nation's public and private schools that provide access to their physical activity spaces and facilities for all persons outside of normal school hours. The purpose of this study was to describe the prevalence of indoor and outdoor facilities at schools and the availability of those facilities to the public in 2000 and 2006.Methods:In 2000 and 2006, the School Health Policies and Programs Study (SHPPS) was conducted in each state and in randomly selected districts, schools, and classrooms. This analysis focused on the school level questionnaire from a nationally representative sample of public and nonpublic elementary, middle, and high schools (n = 921 in 2000 and n = 984 in 2006).Results:No meaningful changes in the prevalence of access to school physical activity facilities were found from 2000 to 2006, for youth or adult community sports teams, classes, or open gym.Conclusions:These national data indicate a lack of progress from 2000 and 2006 toward increasing the proportion of the nation's public and private schools that provide access to their physical activity facilities for all persons outside of normal school hours.

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Granvik Saminathen, Maria, Sara B. Låftman, and Bitte Modin. "School Choice at a Cost? Academic Achievement, School Satisfaction and Psychological Complaints among Students in Disadvantaged Areas of Stockholm." International Journal of Environmental Research and Public Health 16, no. 11 (2019): 1912. http://dx.doi.org/10.3390/ijerph16111912.

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School choice allows students from more disadvantaged district areas in metropolitan Swedish cities to commute to more prestigious schools outside of their residential area. This study examined how such students fare compared to their peers who attend more deprived schools in their own district area. Multilevel analysis was applied, estimating 2-level random intercept linear regression models based on cross-sectional survey data collected among ninth grade students in 2014 and 2016 (n = 2105). Analyses showed that students living in relatively disadvantaged district areas of Stockholm who chose to attend more prestigious schools outside of their residential area performed better academically compared to students who opted to remain at more deprived schools in their catchment area, an association that was partly mediated by school quality in terms of teacher-rated school ethos. Yet, commuting students reported lower school satisfaction and more psychological complaints than students who stayed behind, even when taking academic achievement and school ethos into account. The association with psychological complaints was partly mediated by school satisfaction. Thus, the academic gain associated with having chosen to commute from a disadvantaged area to a more prestigious school does not appear to translate into higher school satisfaction and better psychological well-being.

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Osterman, Michael, Tina Claiborne, and Victor Liberi. "Radius of Care in Secondary Schools in the Midwest: Are Automated External Defibrillators Sufficiently Accessible to Enable Optimal Patient Care?" Journal of Athletic Training 53, no. 4 (2018): 410–15. http://dx.doi.org/10.4085/1062-6050-536-16.

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Context: Sudden cardiac arrest is the leading cause of death among young athletes. According to the American Heart Association, an automated external defibrillator (AED) should be available within a 1- to 1.5-minute brisk walk from the patient for the highest chance of survival. Secondary school personnel have reported a lack of understanding about the proper number and placement of AEDs for optimal patient care. Objective: To determine whether fixed AEDs were located within a 1- to 1.5-minute timeframe from any location on secondary school property (ie, radius of care). Design: Cross-sectional study. Setting: Public and private secondary schools in northwest Ohio and southeast Michigan. Patients or Other Participants: Thirty schools (24 public, 6 private) volunteered. Main Outcome Measure(s): Global positioning system coordinates were used to survey the entire school properties and determine AED locations. From each AED location, the radius of care was calculated for 3 retrieval speeds: walking, jogging, and driving a utility vehicle. Data were analyzed to expose any property area that fell outside the radius of care. Results: Public schools (37.1% ± 11.0%) possessed more property outside the radius of care than did private schools (23.8% ± 8.0%; F1,28 = 8.35, P = .01). After accounting for retrieval speed, we still observed differences between school types when personnel would need to walk or jog to retrieve an AED (F1.48,41.35 = 4.99, P = .02). The percentages of school property outside the radius of care for public and private schools were 72.6% and 56.3%, respectively, when walking and 34.4% and 12.2%, respectively, when jogging. Only 4.2% of the public and none of the private schools had property outside the radius of care when driving a utility vehicle. Conclusion: Schools should strategically place AEDs to decrease the percentage of property area outside the radius of care. In some cases, placement in a centralized location that is publicly accessible may be more important than the overall number of AEDs on site.

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Choi, Jungkyu, and Jeongjun Park. "Alternative Education Characterization High Schools’ Outside-school Physical Activity Experience and Educational Meaning." Korean Journal of Sport Pedagogy 27, no. 2 (2020): 85–112. http://dx.doi.org/10.21812/kjsp.2020.04.27.2.85.

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Kupiainen, Reijo. "Dissolving the School Space: Young People's Media Production in and outside of School." Policy Futures in Education 11, no. 1 (2013): 37–46. http://dx.doi.org/10.2304/pfie.2013.11.1.37.

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Ho, Wai-Chung. "Preferences for popular music in and outside school among Chinese secondary school students." Journal of Youth Studies 18, no. 2 (2014): 231–61. http://dx.doi.org/10.1080/13676261.2014.944116.

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Boiadjieva, Nely, and Igor Vachkov. "Children’s attitude toward different types of primary schools in Bulgaria." SHS Web of Conferences 98 (2021): 01004. http://dx.doi.org/10.1051/shsconf/20219801004.

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This paper presents the results of research of children’s attitude toward education and atmosphere at primary school – what they like, which relationships exist among students and between students and classroom teachers, which activities are available during their free time at school and outside of it, and how they understand and spend their time with others at school. The research is focused on studying personal attitude, feelings of children, as well as choice and real opportunities of different types of schools in Bulgaria. Students share their opinion and ideas of what they would have changed in their own school if they had such an opportunity. The specificity of children’s attitude towards public and private schools in the capital and large cities is especially clearly visible. Private schools applying new ideas and pedagogical philosophy are more liberal and focused on children’s style in pedagogical interaction, have more flexible organization of educational process and school life inside and outside the classroom. Students’opinion about national and private schools as well as schools located in capital, capital area and provinces differs significantly. This is due to specifics of educational environment and different quality of education in different types of primary schools in Bulgaria.

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Holický, Jakub, Aleš Kaplan, and Šárka Honsová. "Postoje k pohybovým aktivitám u dívek mladšího školního věku." Studia sportiva 8, no. 1 (2014): 133–40. http://dx.doi.org/10.5817/sts2014-1-14.

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The evaluation of attitudes toward physical activity by children is a very discussion issue by us and abroad. The main objective of this study was to determine the attitudes towards physical activities by girls from Prague (DP) and other region (DM) primary schools. The results were compare by both groups with helped the questionnaire CATPA/Grade Year 3. The questionnaire affects six dimensions of attitudes (social sensibilities, health hazards, social perception, aesthetics and the joy of movement). The research sample consisted of 74 girls (age=10,32±0,12) from the fourth grade of elementary school. Of that, 37 were girls of primary school in Prague (DP) and the rest 37 girls were from outside Prague´s primary school (DM). The results of the study described the attitude to physical activities girls from Prague and outside Prague elementary school elementary school in each dimension questionnaire CATPA/Grade Year 3. The results were compared. The result demonstrated that the dimensions of social engagement, health, danger and joy of movement girls (DM) (M=4,61; SD=0,51) have a more positive attitude towards physical activities than girls (DP) (M=3,95; SD=0,87), in determining the significance level of p<0,05. This research confirmed conclusion Czech and aboard researchers. The results confirm that girls from primary schools outside Prague have a positive relationship to physical activities than girls from primary schools of Prague.

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Ginanto, Dion Efrijum. "Increasing Global Awareness through Professional Learning Community: A Study from LATTICE." International Journal of Language Teaching and Education 2, no. 2 (2018): 71–86. http://dx.doi.org/10.22437/ijolte.v2i2.4965.

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Using three components of PLCs by DuFour (2004), I explored the learning communities at LATTICE (Linking All Types of Teachers to International, Cross-cultural Education). DuFour (2004) argued that PLCs is a form of learning communities held at the school level to improve the school quality. It means PLCs happen in the school context. However, Easton (2011) contended that learning community could happen inside or outside schools. This paper intends to analyze a learning community at LATTICE in creating more global perspective teachers. The study found that PLC s can also occur outside schools by including participants other than teachers. Based on the interviews and observations analysis, this study found that LATTICE did reflect PLCs and significantly helped K-12 educators foster their global understanding.

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32

May, David C., Raymond Barranco, Ethan Stokes, Angela A. Robertson, and Stacy H. Haynes. "Do School Resource Officers Really Refer Juveniles to the Juvenile Justice System for Less Serious Offenses?" Criminal Justice Policy Review 29, no. 1 (2015): 89–105. http://dx.doi.org/10.1177/0887403415610167.

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In this article, we use 3 years of youth court data from a southeastern state to examine whether referrals that originated from school resource officers (SROs) involve greater proportions of less serious offenses than referrals from other sources. Referrals from SROs during the 3-year period were similar to referrals by law enforcement outside of school for status and serious offenses. SROs were less likely than law enforcement officers outside of school to refer juveniles for minor offenses during the 3-year period. Our findings suggest that schools, not solely police in schools, make a large contribution to the number of juveniles referred to the juvenile justice system for less serious offenses. Implications for policy and future research are also discussed.

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Banjarmasin, Syahrir. "FAKTOR-FAKTOR YANG MEMPENGARUHI IMPLEMENTASI PERMENDIKBUD NO.75 TAHUN 2016 DI SMK NEGERI BANJARMASIN." dia 17, no. 1 (2019): 46–65. http://dx.doi.org/10.30996/dia.v17i1.2874.

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ABSTRACTOne example of the administration of education which involves the role and function of the School Committee can be observed in the city of Banjarmasin. Banjarmasin City Education Office seeks to change so that each school has facilities and infrastructure that can support teaching and learning activities outside of school through the School Committee. Good facilities and infrastructure facilities can support teaching and learning activities outside of school so that it is expected that each student can gain additional skills and knowledge from teaching and learning processes outside of school. Through community school committees can carry out various roles in the implementation and quality control of education services through the role of individuals, groups, families, professional organizations, employers, and social organizations. The study of strategies for developing community participation in education funding at State Vocational Schools in Banjarmasin as a result of the implementation of Permendikbud Nomor 75 Tahun 2016 and analyzing what factors make the implementation of Permendikbud Nomor 75 Tahun 2016 difficult to implement uses qualitative methods based on George C Edward's theory III produced findings that funding in schools that were previously with a collection system with the amount of payment that has been determined and agreed based on the school committee meeting, then with the implementation of the Permendikbud, it could no longer be done because the community meant that the contribution was voluntary, may contribute and may not. Based on these problems, the school is trying to find new breakthroughs to increase community participation in education funding to support funding in schools by developing Production Units (UP) and the community is expected to be directly involved in utilizing products produced by vocational students so that the problem of lack of funding at school can be overcome.

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Mota, Jorge, José Carlos Ribeiro, Joana Carvalho, and Maria Paula Santos. "The Physical Activity Behaviors Outside School and BMI in Adolescents." Journal of Physical Activity and Health 7, no. 6 (2010): 754–60. http://dx.doi.org/10.1123/jpah.7.6.754.

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Background:The aim of this study is to investigate the associations between active transport (AT), nonorganized out of school physical activity (NOPA) and organized out of school PA (OPA) with BMI in Portuguese adolescents.Methods:The sample comprised 1121 adolescents age 13 to 17 years-old, which were assigned to 1 of 4 PA groups according to the sum of participation in different physical activity behaviors outside of school [AT, OPA, and NOPA].Results:In boys but not in girls, BMI was lower as the participation in more PA behaviors outside school increased. For those who only carry out 1 PA behavior, AT was the most common behavior (boys = 48.9%; girls = 55.1%). On the other hand, NOPA was the most common behavior for those engaged in 2 types of PA (girls = 51.6%; boys = 46%). For those that carried out all the PA behaviors outside school OPA was the most common choice in both girls (59.5%) and boys (54%). AT, NOPA and OPA are different sources of PA outside school that accrued in different ways to the increased level of PA.Conclusions:In boys but not in girls, BMI was lower as the participation in more PA behaviors outside school increased.

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Sanchez-Oliva, David, Pedro Antonio Sanchez-Miguel, Francisco Miguel Leo, Florence-Emilie Kinnafick, and Tomás García-Calvo. "Physical Education Lessons and Physical Activity Intentions Within Spanish Secondary Schools: A Self-Determination Perspective." Journal of Teaching in Physical Education 33, no. 2 (2014): 232–49. http://dx.doi.org/10.1123/jtpe.2013-0043.

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Grounded in Self-Determination Theory, the purpose of this study was to analyze how motivational processes within Physical Education classes can predict intention to participate in sport or physical activity outside of the school curriculum. Participants included 1,692 Spanish students aged 12–16 years (M = 13.34; SD = .76) who participated in Physical Education lessons at 32 secondary schools. Structural equation modeling was used for analysis, and showed that perception of basic psychological need (BPN) support from teachers predicted autonomous and controlled motivation through BPN satisfaction. Furthermore, autonomous motivation positively predicted enjoyment, perceived importance of Physical Education, and intention to participate in sport or physical activity outside of school. Controlled motivation negatively predicted enjoyment, and amotivation positively predicted boredom. Finally, enjoyment and perceived importance of Physical Education positively predicted intention to participate in sport or physical activity outside of what was required in school. Results emphasize the importance of school based Physical Education to promote sport and physical activity participation among adolescents.

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Syahid, Nur. "Transformation Islamic Education In Indonesia." Journal Intellectual Sufism Research (JISR) 3, no. 2 (2021): 27–34. http://dx.doi.org/10.52032/jisr.v3i2.99.

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Islamic boarding school in its dynamic is regarded to have its own identity which is termed with subculture by KH. Abdurrahman Wahid. Honestly, it must be admitted that there is a certain tradition that grows and thrives in Islamic boarding school society. However, it is not a reality outside of Islamic boarding school society. Undeniably, when the outside environment begins incessant with modernization issues, the “uniqueness” in Islamic boarding school environment makes Islamic boarding school tradition more lively and interesting to be discussed. Environment Islamic boarding schools implication in modern time is less known and marginal, which slowly change to be something interesting among scientists and academics. One of its pieces of evidence is the emergence of an idea from part of the Islamic education observers with an educational modern system to present alternative education discourse. It is in line with Islamic boarding schools whose progress is identical with Islamic education that experiences a transformation along with changes of accompanying situation.

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Mutlu, Tugba. "Examining Students‟ Attitudes towards Using Tablets Outside School Contexts." International Journal of Information and Education Technology 7, no. 4 (2017): 275–78. http://dx.doi.org/10.18178/ijiet.2017.7.4.880.

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38

Nasir, Na'ilah Suad, and Maxine McKinney de Royston. "Power, Identity, and Mathematical Practices Outside and Inside School." Journal for Research in Mathematics Education 44, no. 1 (2013): 264–87. http://dx.doi.org/10.5951/jresematheduc.44.1.0264.

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This article explores how issues of power and identity play out in mathematical practices and offers a perspective on how we might better understand the sociopolitical nature of teaching and learning mathematics. We present data from studies of mathematics teaching and learning in out-of-school settings, offering a sociocultural, then a sociopolitical analysis (attending to race, identity, and power), noting the value of the latter. In doing so, we develop a set of theoretical tools that move us from the sociocultural to the sociopolitical in studies of mathematics teaching and learning.

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Wang, Tie Feng, Ying Cai, Meie Shen, and Cheng Xia Liu. "Designing Practical Teaching System for Outside-School Practice Base." Advanced Engineering Forum 6-7 (September 2012): 122–27. http://dx.doi.org/10.4028/www.scientific.net/aef.6-7.122.

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A great deal of department in enterprise how to optimize practicing-teaching contents, and forms the practicing-teaching system, in building Beijing level Talent training base of outside- school. The system consist of three parts which is the cognitive course content design, the hardware practice course content design and the software test theoretical teaching content design. We improved concepts, formed a detail enterprise practice curriculum program, and do it in practice. This practice teaching system is a featured program of our university. It has been carried out for 5 years, improving students' engineering and practice skills and therefore fostering eligible persons with various abilities and qualities for the development and prosperity of our country.

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Passy, Rowena. "School gardens: teaching and learning outside the front door." Education 3-13 42, no. 1 (2012): 23–38. http://dx.doi.org/10.1080/03004279.2011.636371.

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Metcalfe, Alan, Jenny Owen, Geraldine Shipton, and Caroline Dryden. "Inside and outside the school lunchbox: themes and reflections." Children's Geographies 6, no. 4 (2008): 403–12. http://dx.doi.org/10.1080/14733280802338098.

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Ames, Patricia. "Learning to be responsible: Young children transitions outside school." Learning, Culture and Social Interaction 2, no. 3 (2013): 143–54. http://dx.doi.org/10.1016/j.lcsi.2013.04.002.

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Sivak, Elizaveta, and Konstantin Glazkov. "Life Outside the Classroom: Everyday Mobility of School Students." Voprosy Obrazovaniya / Educational Studies Moscow, no. 2 (2017): 113–33. http://dx.doi.org/10.17323/1814-9545-2017-2-113-133.

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Magolis, David, and Alison A. Carr-Chellman. "Idealized Visions from Outside: Homeless Perspectives on School Change." International Journal of Educational Reform 22, no. 3 (2013): 200–220. http://dx.doi.org/10.1177/105678791302200301.

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Beighle, Aaron, Charles F. Morgan, Guy Le Masurier, and Robert P. Pangrazi. "Children's Physical Activity During Recess and Outside of School." Journal of School Health 76, no. 10 (2006): 516–20. http://dx.doi.org/10.1111/j.1746-1561.2006.00151.x.

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Hatch, Thomas. "Expanding the boundaries of learning." Phi Delta Kappan 102, no. 8 (2021): 8–13. http://dx.doi.org/10.1177/00317217211013930.

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Taking advantage of the possibilities for learning outside of school requires us to build on what we know about why it is so hard to sustain and scale up unconventional educational experiences within conventional schools. To illustrate the opportunities and challenges, Thomas Hatch describes a large-scale approach to project-based learning developed in a camp in New Hampshire and incorporated in a Brooklyn school, a trip-based program in Detroit, and Singapore’s systemic embrace of learning outside school. By understanding the conditions that can sustain alternative instructional practices, educators can find places to challenge the boundaries of schooling and create visions of the possible that exceed current constraints.

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Ó Duibhir, Pádraig, and Laoise Ní Thuairisg. "Young immersion learners’ language use outside the classroom in a minority language context." AILA Review 32 (December 31, 2019): 112–37. http://dx.doi.org/10.1075/aila.00023.dui.

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Abstract There has been a long history of early Irish language learning in Ireland as a result of Government policy to promote greater use of Irish. All children learn Irish in school from age 4–18 years. The majority learn Irish as a subject, typically for 30–40 minutes per day, and the levels of competence achieved are mostly disappointing. Approximately 6.7% of primary school children learn Irish in an immersion context, however, and these children achieve a high standard of communicative competence. In this paper we examine the impact of Government policy on the transfer of linguistic competence from the classroom to wider society in the context of a minority language that is becoming increasingly marginalised. We draw on data from three studies to explore the relationship between Irish-medium school attendance and the desire and opportunity to use Irish outside of school while attending school, and later as an adult. The first study also investigated students’ attitudes towards learning and using Irish. All three studies examined parents use of Irish in the home and the influence that the language spoken in their home during childhood and the language of their schooling had on their current language practices. Overall, Irish-medium schools are very successful in educating proficient speakers of Irish who have very positive attitudes towards Irish. These positive attitudes and proficiency do not necessarily transfer to use of Irish in the home. While attendance at an Irish-medium school as a child has a positive effect on later use of Irish, when former students become parents, the effect is quite small. The perennial challenge persists in transferring competence in a minority language acquired in school to the home and community.

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Rock, Wendy D., Theodore P. Remley, and Lillian M. Range. "Principal-Counselor Collaboration and School Climate." NASSP Bulletin 101, no. 1 (2017): 23–35. http://dx.doi.org/10.1177/0192636517698037.

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Examining whether principal-counselor collaboration and school climate were related, researchers sent 4,193 surveys to high school counselors in the United States and received 419 responses. As principal-counselor collaboration increased, there were increases in counselors viewing the principal as supportive, the teachers as regarding one another with respect, the school community as having high yet achievable standards, and decreases in schools being vulnerable to outside influences such as vocal parents and community groups. Principal-counselor collaboration was significantly correlated to four dimensions of school climate.

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Raudsepp, Lennart, and Peep Päll. "The Relationship between Fundamental Motor Skills and Outside-School Physical Activity of Elementary School Children." Pediatric Exercise Science 18, no. 4 (2006): 426–35. http://dx.doi.org/10.1123/pes.18.4.426.

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The purpose of the present study was to examine the association between fundamental motor skill development and various types of outside-school physical activity. Outside-school physical activity of 133 elementary schoolchildren was measured using a modified observational method validated by O’Hara et al. (18) and Caltrac accelerometers (Hemokinetics, Madison, Wisconsin). Developmental level of overhand throwing and jumping was assessed using total-body developmental sequences. The results revealed that developmental levels of both overhand throwing and jumping were significantly correlated with the skill-specific physical activity (r = .44 and .55 for overhand throwing and jumping, respectively). Caltrac score was not significantly related to jumping and overhand throwing skills. Skill-specific physical activities accounted for 20% of the variance (adjusted R2) in overhand throwing and 17% of the variance in jumping performance. Findings supported the hypothesis that developmental level of fundamental motor skills would be related with skill-specific outside-school physical activity but not with general level of physical activity of elementary schoolchildren.

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Bølling, Mads, Erik Mygind, Lærke Mygind, Peter Bentsen, and Peter Elsborg. "The Association between Education Outside the Classroom and Physical Activity: Differences Attributable to the Type of Space?" Children 8, no. 6 (2021): 486. http://dx.doi.org/10.3390/children8060486.

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Education outside the classroom (EOtC) has become an attractive approach, not only for learning but also for health. This explorative, cross-sectional study investigated children’s sedentary behaviours (SED), light physical activity (LPA) and moderate-to-vigorous PA (MVPA) on school days with an EOtC session in green space compared to school days with EOtC in other environments and without EOtC. Teachers from 17 Danish school classes practised EOtC for one school year on a weekly basis and self-reported the characteristics of the EOtC environment. The pupils’ PA was device-measured for seven consecutive days in a random period during the school year with AX3 accelerometers. Across 617 pupils (age 9–13 years), PA intensity cases (N = 2264) on school days (8:10–14:00 h) with (n = 317) or without (n = 1947) EOtC were included in a mixed-effects regression analysis. Mean exposure to EOtC was 262 min per session. School days with green EOtC (e.g., parks, forests and nature schools) were associated with (mean, [95% CI]) −24.3 [−41.8, −7.7] min SED and +21.3 [7.7, 36.4] min LPA compared to school days with non-green EOtC (e.g., cultural and societal institutions or companies) and with +6.2 [−0.11, 11.48] min MVPA compared to school days with a school-ground EOtC. No sex differences were found. In conclusion, school days with green EOtC must be considered promising to counteract children’s sedentary behaviours during school hours.

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