Relevant bibliographies by topics / Schooling outside

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  2. Dissertations / Theses
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  4. Book chapters
  5. Reports

Academic literature on the topic 'Schooling outside'

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

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Journal articles on the topic "Schooling outside"

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Baker, David P., Motoko Akiba, Gerald K. LeTendre, and Alexander W. Wiseman. "Worldwide Shadow Education: Outside-School Learning, Institutional Quality of Schooling, and Cross-National Mathematics Achievement." Educational Evaluation and Policy Analysis 23, no. 1 (2001): 1–17. http://dx.doi.org/10.3102/01623737023001001.

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The growth of structured, outside-school activities for improving students’ mathematics achievement is an enduring feature of modern schooling with major policy implications. These "shadow education " activities mimic, or shadow, formal schooling processes and requirements. Using extensive cross-national data from the Third International Mathematics and Science Study, we examine shadow education as a macro-phenomenon of modern schooling through its (a) prevalence, (b) strategies for use, and (c) associated national characteristics. We find that shadow education is prevalent worldwide, but that
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Gitlin, Andrew. "The Transformation of Schooling." International Journal of Information Systems and Social Change 6, no. 2 (2015): 34–45. http://dx.doi.org/10.4018/ijissc.2015040103.

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Progressive change in education is often limited by leaving in place long standing school structures such as the classroom, the stop-go nature of schooling and the essentialist approach to planning. The author argues that technology is a key to altering these long standing aspects of schooling and suggests that UnEarth is particularly suited for this role because it is based on developing communities of difference as well as knowledge sharing and storage. UnEarth links students within the classroom to students outside, develops a building approach to schooling based on what students have learn
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Saper, Craig, and Lynn Tomlinson. "Outside In: Schooling, Kit-Bashing, Quilting & Clowning Around Online." Hyperrhiz: New Media Cultures, no. 2 (December 2006): 1. http://dx.doi.org/10.20415/hyp/002.g04.

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Grubb, Farley. "Educational Choice in the Era Before Free Public Schooling: Evidence from German Immigrant Children in Pennsylvania, 1771–1817." Journal of Economic History 52, no. 2 (1992): 363–75. http://dx.doi.org/10.1017/s0022050700010792.

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Education clauses in 3,478 immigrant servant contracts are used to measure the incidence of schooling versus informal instruction by location, age, and sex. The proportion of servants receiving education was high, over 20 percent being taught outside of schools. Education expanded between 1770 and 1800 through a net increase in schooling rather than because of a substitution of schooling for informal instruction. In the 1770s formal schooling in rural areas lagged behind that in urban, but achieved parity by 1800. Little difference in education was found based on gender.
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Spatig, Linda. "Feminist critique of developmentalism." Theory and Research in Education 3, no. 3 (2005): 299–326. http://dx.doi.org/10.1177/1477878505057431.

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Drawing on published feminist literature, this essay deconstructs developmentalism as a metanarrative that contributes to the oppression and exploitation of women and underpins educational practice. First, I examine feminist critiques of developmentalism, distinguishing between ‘insider critiques’ formulated by feminist psychologists evaluating and trying to improve traditional theories of human development and ‘outsider critiques’ articulated by feminists, both within and outside psychology, challenging science itself. Second, I address educational implications of the insider and outsider cri
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Koch, Camilo, and Mikko Ranta. "Hack-schooling to Foster Creativity in Students in China." International Journal of Management Science and Business Administration 2, no. 1 (2014): 33–44. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.21.1003.

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This paper proposes a method for refining the lack of creativity existent on middle schools in China. Actual teaching methods at schools do not focus on fostering student’s imagination, setting efforts in other priorities when educating students from all ages. We examined and categorized the results of a quantitative examination applied to students and categorized feelings about their educational institution by mapping relations of pairs of data; students suggested several words and then selected two of which fitted on their accumulated emotions. Creativity theory and experts believe that kids
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Hunter, Mark. "THE BOND OF EDUCATION: GENDER, THE VALUE OF CHILDREN, AND THE MAKING OF UMLAZI TOWNSHIP IN 1960s SOUTH AFRICA." Journal of African History 55, no. 3 (2014): 467–90. http://dx.doi.org/10.1017/s0021853714000383.

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Abstract‘High apartheid’ in the 1960s was marked by intensified efforts to redraw urban areas along racial lines and quash black South Africans' schooling and employment ambitions. The 1953 Bantu Education Act became infamous for limiting African educational opportunities. Yet this article shows how women in Umlazi Township, outside of Durban, schooled their children – despite and indeed because of apartheid's oppressive educational and urban policies. Drawing on oral histories and archival records, it explores the ‘bond of education’, the gendered material-emotional family connections that en
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Greenhalgh-Spencer, Heather. "Introduction: Western colonial expectations and counter-narratives of women and education." Policy Futures in Education 15, no. 3 (2017): 246–51. http://dx.doi.org/10.1177/1478210317707846.

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While there is always a risk when feminists within academia aim to foreground the experiences of women outside of the Western context, this aim is still needed given that so much scholarship and hegemonic discourse frames the Western experience as standard. This special issue presents scholarship embedded in local contexts; scholarship that relies on both large-scale studies and close qualitative work. The scholarship spotlights the voices and experiences of women outside of the Western context within educational spaces; and actively parses out and contravenes the centering of Western experien
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Holloway, Jessica. "Teacher accountability, datafication and evaluation: A case for reimagining schooling." education policy analysis archives 28 (April 13, 2020): 56. http://dx.doi.org/10.14507/epaa.28.5026.

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The purpose of this commentary is to push the boundaries (real and perceived) of how we think about teacher accountability, education and the purpose of schooling in contemporary times. It takes as a starting point a view that recent changes to the Every Student Succeeds Act does little to shift the underpinning logics of high-stakes teacher accountability that ultimately threaten the stability and adaptability of public schools. Building from this presumption, it explores more universal features of contemporary schooling practices (e.g., standardization, datafication and evaluation) that unde
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Dowling, Teresa. "Inequalities in Preparation for University Entrance: An Examination of the Educational Histories of Entrants to University College, Cork." Irish Journal of Sociology 1, no. 1 (1991): 18–30. http://dx.doi.org/10.1177/079160359100100102.

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Because of differences between and within second-level schools in the length of the curriculum offered to pupils, and because of the differing usage of extra tutoring outside of schools by pupils themselves, entrants to universities show considerable diversity in the quantity of second-level schooling they have received. This paper analyses first-year students in University College, Cork, in 1989 to examine this diversity and its links with social class and with patterns of faculty enrolment within the university. It concludes that inequalities in the quantity of second-level schooling receive
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Dissertations / Theses on the topic "Schooling outside"

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Farrier, Alan. "The 'making of men' in educational contexts outside mainstream schooling." Thesis, University of Manchester, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491144.

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Research on men and masculinity has boomed in the past two decades, due largely to the insights and progress made by feminist theorists. Mainstream education has emerged as one of the most widely studies areas of society for examining issues of gender and masculinity, but relatively little has been discussed concerning men in other educational contexts. My research focuses on semi-structured interviews with young men from a variety of educational contexts outside mainstream schooling: Sociology Undergraduates, B.Ed Students and 'Powerhouse' Complementary Educational Project users. This thesis
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Britanová, Eva. "Škola, základ života - Soubor školských staveb v Ostravě na Černé louce." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2014. http://www.nusl.cz/ntk/nusl-216047.

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New komplex of school buildings in Ostrava on Černá louka is the school with perspective for the future. It provides overall education and concentrate on maximum efficiency of learning proces. The idea links the theory with practical demonstration and intense learning with relaxation in nature enviromnemt. The teaching system support the independent activity of each individual and self-realization for everyone. The school allows some variability of internal organization of space and take into consideration the technology development and the capacity of youngsters to understand it and embrace i
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Books on the topic "Schooling outside"

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Peter, Gray, and Kerry McDonald. Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom. Chicago Review Press, Incorporated, 2019.

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Rodwell, Grant, and Nina Maadad. Schooling and Education in Lebanon: Syrian and Syrian Palestinian Refugees Inside and Outside the Camps. Lang AG International Academic Publishers, Peter, 2016.

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Rodwell, Grant, and Nina Maadad. Schooling and Education in Lebanon: Syrian and Syrian Palestinian Refugees Inside and Outside the Camps. Lang AG International Academic Publishers, Peter, 2016.

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Rodwell, Grant, and Nina Maadad. Schooling and Education in Lebanon: Syrian and Syrian Palestinian Refugees Inside and Outside the Camps. Lang AG International Academic Publishers, Peter, 2016.

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Rodwell, Grant, and Nina Maadad. Schooling and Education in Lebanon: Syrian and Syrian Palestinian Refugees Inside and Outside the Camps. Lang AG International Academic Publishers, Peter, 2016.

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Winter, Stefan. Not Yet Nationals. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691167787.003.0007.

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This chapter documents the ʻAlawis' ambivalent relationship with the Syrian Arab, Ottoman/Turkish, and French colonial projects at the threshold of the contemporary era. The first section considers the educational policies of the Abdülhamid regime toward the ʻAlawis, which generated what was probably the most extensive documentation ever in their regard. The second and third sections analyze ongoing control and development measures in the region under both Abdülhamid and the CUP government (1908–14), and show how the ʻAlawis capitalized on the opportunities provided by modern schooling and inc
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Williams, Sharon Vegh, and Joni M. Cole. Native Cultural Competency in Mainstream Schooling: "Outsider" Teachers with Insider Knowledge. Palgrave Macmillan, 2017.

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Williams, Sharon Vegh, and Joni M. Cole. Native Cultural Competency in Mainstream Schooling: "Outsider" Teachers with Insider Knowledge. Palgrave Macmillan, 2019.

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Mehta, Jal. The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.001.0001.

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Ted Kennedy and George W. Bush agreed on little, but united behind the No Child Left Behind Act (NCLB). Passed in late 2001, it was hailed as a dramatic new departure in school reform. It would make the states set high standards, measure student progress, and hold failing schools accountable. A decade later, NCLB has been repudiated on both sides of the aisle. According to Jal Mehta, we should have seen it coming. Far from new, it was the same approach to school reform that Americans have tried before. In The Allure of Order, Mehta recounts a century of attempts at revitalizing public educatio
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Book chapters on the topic "Schooling outside"

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Halse, Christine. "Looking in from outside." In Routledge International Handbook of Schools and Schooling in Asia. Routledge, 2018. http://dx.doi.org/10.4324/9781315694382-5.

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"Schooling Outside and Inside." In The Ocean in the School. Duke University Press, 2020. http://dx.doi.org/10.1215/9781478007425-005.

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"4. Schooling Outside and Inside." In The Ocean in the School. Duke University Press, 2020. http://dx.doi.org/10.1515/9781478007425-006.

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Rathbone, Cristina, Patricia Burdell, and Beth Blue Swadener. "On the Outside Looking In: A Year in an Inner-City High School." In Poverty and Schooling. Routledge, 2001. http://dx.doi.org/10.4324/9781410607935-11.

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Thomas, Gary. "7. School’s out!" In Education: A Very Short Introduction. Oxford University Press, 2021. http://dx.doi.org/10.1093/actrade/9780198859086.003.0007.

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‘School's out’ reviews criticism of schools. There are first of all those who say that school does not pay. There has been an accumulating body of evidence to show that there is no clear link between economic growth and spending on education. Then there are those who see school as a rights-free zone, quashing the originality and creativity of youth. A reaction to the regimentation of school has been in the home-schooling movement. Finally, there are those who condemn schools as counterproductive, arguing that people learn best outside school. What is the future of education and schooling?
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Farland-Smith, Donna. "Does the Method of Schooling Impact Students' Perceptions of Scientists?" In Handbook of Research on Applied Learning Theory and Design in Modern Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch022.

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In the last 60 years, many researchers have thoroughly examined public school students' perceptions of scientists (Barman, 1997; Chambers, 1983; Fort & Varney, 1989; Mead & Meraux, 1957; Schibeci & Sorenson, 1983). It has long been established and commonly accepted that many students, for example, perceive scientists in a negative light, as living lonely and isolated lives, being detached from reality and constrained by their work (Barman, 1997; Chambers, 1983; Fort & Varney, 1989; Mead & Meraux, 1957; Schibeci & Sorenson, 1983). Throughout this sixty years there has been an increase in learning about scientists outside these traditional settings public school classroom. Over 1.7 million students (3.4% of the population) in the United States are homeschooled. An investigation of home-schooled students' and their perceptions of scientists have never been investigated. This chapter compares home-school students in grades two through 10 with public school students in the same grades to determine if any differences exist between the groups relative to their perceptions of scientists.
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Kamibeppu, Marybeth. "Leaving Room for Minority Culture." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/3.

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This chapter is targeted at families raising bilingual and bicultural children in the Japanese school system. In it, I will discuss how one bicultural family approached fitting into Japanese school and society while still developing the minority-language mother’s culture and language. Since one family’s experience could be attributed to unique circumstances, to provide additional insights and perspectives eight other expatriate parents were interviewed either face-to-face (four parents) or via an online survey (four parents) to highlight some of the common strategies and experiences they used over time. For this study, the minority language is English as the international families all have an English first-language (L1) speaker or a bilingual (Japanese/English) parent. Each child in this paper has been educated primarily in Japanese public elementary, and public and private junior high and high schools. However, depending on the circumstance, some families have also chosen to embrace education outside the Japanese system. For some, this was a few weeks or months during elementary school, and for others it was for university or study abroad. For all the families who participated in my research for this chapter, education included an organized social and educational support group for raising bilingual children outside of school. Specifically, this chapter will explore the following: (1) how expatriate parents supported their own culture; (2) the importance of support from other families raising bilingual English/Japanese children while living in Japan; (3) what parts of these families’ experiences can enrich the lives of other bicultural families; and (4) how families can balance Japanese school clubs (bukatsu), supplementary education, school, and finances to support a family while still maintaining a minority language and culture.
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Kittaka, Louise. "Leaving the Japanese Education System to Attend High School in New Zealand." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/11.

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As parents, we generally expect that our children will live with us at least until the end of high school. However, for some intercultural families whose children have been hitherto educated in the Japanese system, the parting may come sooner. In this chapter, I discuss factors involved in sending a child abroad for high school while parents remained in Japan, including the reasons families seek alternatives outside of the Japanese system, and some of the practical issues involved. (While there are exceptions, in this context “abroad” is considered the home country of a non-Japanese parent.) This chapter focuses on our family’s experiences with sending our three children to high school in New Zealand. While each family’s journey—indeed, each child’s journey—is unique, it is hoped that this chapter will offer some insights for other families contemplating a similar path.
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Murakami, Charlotte. "Japan’s Overseas School System." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/7.

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This chapter will be of interest to families with children who plan to leave Japan; especially those that intend to return and have their children re-enter the school system. In this chapter, I will outline a brief history of the system of Japanese schools (nihonjingakko or nihongakko for short) and the Japanese supplementary schools (hoshujugyoko or hoshuko for short). I will also touch upon the matter of private schools (shiteizaigaigakko). Nearly all of these schools have been set up overseas under the auspices of the Japanese Ministry of Education, and those set up independently have typically sought its approval and support. While some countries support and provide schooling overseas, none appear to match the sheer scale of Japan’s centrally controlled network of overseas schools. For Japanese and international families living outside Japan, these schools serve as a valuable means for their children to maintain and develop their Japanese literacy (kokugo) and to keep them in touch with Japanese culture. In this chapter, I will focus on the re-establishment of Japan’s overseas schooling network in the 1970s and explain how it operates. I will then identify key changes that have taken place since the 1990s. Understanding this recent history will profit sojourning and migrating families who are considering what educational path to take for their children.
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Ismailbekova, Aksana. "Securing the Future of Children and Youth: Uzbek Private Kindergartens and Schools in Osh." In Surviving Everyday Life. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529211955.003.0004.

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The chapter continues to study the securityscapes of Uzbeks in Osh following the violence of 2010. Its emphasis is on how certain imaginations of the future influence the construction of everyday securityscapes. In particular, the chapter concentrates on the schooling practices of Uzbek parents, that is to say, on their decisions concerning the kind of kindergartens, schools and universities to which they send their children. It finds that many Uzbek parents want their offspring to be educated in such a way that they are able to speak Russian without an accent. Not only would this help them to conceal their Uzbek identity. It also speaks to the imagination of a more secure future outside of Kyrgyzstan.
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Reports on the topic "Schooling outside"

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National report 2009-2019 - Rural NEET in Hungary. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.nrhu.2020.12.

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In Hungary, NEET Youth are faced with many problems: social exclusion; lack of opportunities (e.g., education, health, infrastructure, public transport, labour market conditions); low so-cio-economic status; and, a lack of relationships outside the enclosed settlements. In Hungary, the most frequent risk factors are: a socio-economically disadvantageous envi-ronment; low levels of education and schooling problems; lack of proper housing; financial problems; learning difficulties; dissatisfaction with the school; socio-emotional disorders; delinquency; health problems; homelessness; and, drug o
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