ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Activism and Extended Education
Author: Golestani, Chitra
Date: 2016-00-00
Type: Journal Articles
Subjects: Activism,After School Programs,Partnerships in Education,Nongovernmental Organizations,Middle School Teachers,High School Teachers,Teacher Attitudes,Student Leadership,High School Students,Middle School Students,Program Effectiveness,Social Action,Critical Theory,Global Approach,Citizenship Education

Partnerships between schools and non-governmental organizations (NGOs) are common in extended education providing students broader choices in after-school programing. This article explores how collaboration between educators teaching in after-school clubs and an international human rights NGO, Invisible Children, mobilized student activism across the United States in middle schools, high schools and on junior college campuses. This study suggests that collaboration between teachers in and out-of-school time (OST) with one or more NGOs produced insights in three categories: (1) teachers' perceptions about student sociopolitical consciousness (SPC), (2) teacher pedagogy and praxis, and (3) student leadership and activism. The results pose opportunities to conduct further research on: (1) the impact of a mutually reinforcing process of teacher and student activism, (2) benefits and constraints of NGO collaboration within schools, and (3) emergence of global citizenship education for sustainable social change.
The Impact of Using Research on Teaching Practices of Non-Teacher Practitioners within German All-Day Schools
Author: Kielblock, Stephan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Extended School Day,Educational Research,Research Utilization,Extracurricular Activities,Elementary Schools,Secondary Schools,School Personnel

According to the literature, practitioners' use of research appears to play an important role in facilitating high-quality applied practice. Previous studies indicate that teachers have a positive attitude towards using research, but that they are rarely successful in implementing it in their actual practice. There appears to be a scarcity of studies that have considered the non-teacher practitioner. This paper analyses interviews conducted with non-teacher practitioners (n=20) who work in extracurricular programmes of German primary and secondary all-day schools. The interview data suggests that some practitioners gather evidence to inform their practices. A deeper analysis of two cases revealed how research was transferred into action. They provided examples of how practitioners could use research to improve their approach with children and young people. The conclusion of this paper emphasises the need to foster evidence-based practices, as well as rigorous problem-solving and decision-making, in the field of extended education.
Dinosaurs and Other Dangers: Navigational Play in a World of Trouble
Author: Underwood, Charles
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Homeless People,Foreign Countries,Program Effectiveness,Disadvantaged Youth,Paleontology,Resilience (Psychology),Childrens Art,Art Expression,Youth Programs,Informal Education,Inclusion,Safety,Museums,Hands on Science,Urban Areas

This article presents a case study of a child who attended Projeto Clicar, an extended education program designed for the social and educational development of children living on the streets of São Paulo, Brasil. We discuss how his discovery of the existence of dinosaurs unleashed a sustained artistic output at Projeto Clicar. We document the &quot;third space&quot; of Projeto Clicar, which offered repertoires of practice that represented alternative modes of relation for the children of Projeto Clicar. We discuss how this alternative relational space provided the tools for ecological resilience in a hazardous world, as the child's dinosaur art became both a exploration of inter-relatedness and a means of expressing his own predicament of place, navigating between the open, inclusive world of Projeto Clicar and the closed, exclusive geographies of the city streets outside its reach.
Why Use Board Games in Leisure-Time Centres? Prominent Staff Discourses and Described Subject Positions When Playing with Children
Author: Haglund, Björn
Date: 2017-00-00
Type: Journal Articles
Subjects: Games,Leisure Time,Recreational Facilities,Foreign Countries,Recreational Activities,Children,Interpersonal Competence,Thinking Skills,After School Programs,Play,Social Development,Emotional Development,Child Caregivers

Board games are traditionally seen as an important Swedish leisure-time centre activity, but research regarding this activity is sparse. This study aims to fill part of that void through a web survey directed to members in a closed Facebook group focusing on leisure-time centres. Fifty-five informants' answers were analysed using critical discourse analysis to find why staff at leisure-time centres use board games. The article also discusses the subject positions the staff use when playing board games with the children. The results reveal four prominent discourses, which were termed: supporting social structure, learning social competence, substituting digital games, and learning cognitive abilities. The results also reveal three subject positions while playing board games: developer, supervising judge, and participant. The informants' discourses regarding their reasons for using board games and the positions the staff settled into while playing board games drew mostly from a social pedagogical arena. However, features that emphasize traditional school related content are also evident.
A Framework for Developing the Knowledge and Competencies of the outside School Hours Services Workforce
Author: Cartmel, Jennifer
Date: 2016-00-00
Type: Journal Articles
Subjects: Labor Force Development,Skill Development,After School Programs,Child Care,Foreign Countries,Child Caregivers,Teacher Competencies,Program Effectiveness,Program Implementation,Adult Education

A skilled workforce is critical to the delivery of quality school age care services. A strategy called Core Knowledge and Competency (CKC) Framework was designed to build the skills and knowledge of after school care educators as they provided before and after school programs in Queensland, Australia. The strategy was to help educators meet the Australian National Quality Standard for Early Childhood Education and Care and School Age Care (National Quality Standards) (NQS). This article describes the use of realist evaluation principles to examine the implementation of this strategy. Improvements to the quality of the workforce were reported including less staff turnover, increased capacity and competence of educators which would result in enhanced outcomes for children. However the implementation of the strategy relied on highly competent leaders within the services.
Extended Education and Externalizing Behavior: Utilization Intensity, Interaction Quality and Peers as Possible Moderators
Author: Frei, Lukas
Date: 2016-00-00
Type: Journal Articles
Subjects: After School Programs,Behavior Problems,School Schedules,Peer Influence,Elementary School Students,Grade 1,Grade 2,Student Behavior,Program Effectiveness,Caregiver Child Relationship,Foreign Countries,Predictor Variables,Interaction,Child Behavior,Questionnaires,Screening Tests,Gender Differences

So far, empirical evidence regarding the effects of extended education on externalizing behavior is mixed. To explore possible moderators, multilevel-analyses were conducted in a longitudinal sample of 492 students from 51 all-day schools in Switzerland. No main effects of utilization intensity, interaction quality and externalizing behavior in peers on the development of externalizing behavior from grade 1 to grade 2 were found. However, the relationship between utilization intensity and change in externalizing behavior was moderated by externalizing behavior in peers and by caregiver-student interactions. Subsequent analyses display a complex pattern of these cross-level interactions, indicating confounding characteristics. Implications for future research are discussed.
Improving Pedagogical Practices through Gender Inclusion: Examples from University Programmes for Teachers in Preschools and Extended Education
Author: Kreitz-Sandberg, Susanne
Date: 2016-00-00
Type: Journal Articles
Subjects: Sex Fairness,Preschool Teachers,Extended School Day,Teacher Education,Foreign Countries,Teaching Methods,Teacher Attitudes,Gender Issues,Feminism,Instructional Improvement,Teacher Education Programs,Program Evaluation,Equal Education,Outcomes of Education

Working with gender equality in teacher education embraces a wide range of policies and practices. Against the backdrop of relevant research on gender in preschools, universities and teacher education, the study provides an outlook of the praxis on selected Swedish university programmes for preschool teacher education and teachers in extended education. The study is inspired by educational ethnography and applies quantitative and qualitative text analyses of programme and course documents. The article describes how gender perspectives can be systematically incorporated into university teaching through curriculum design and constructive aligned teaching. The author discusses whether the described pedagogical practices and gender inclusion in higher education have the potential to promote (preschool) teacher students' systematic acquisition of values, knowledge and skills as a precondition for improving sustainable pedagogical practices. The article also touches on the relevance of the results for the field of extended education and academic training for pedagogues and teachers who work in non-formal educational settings.
Using Entropy Balancing to Reduce the Effects of Selection Bias in Afterschool Studies: An Example in Studying the Relationship between Intensity of Afterschool Program Participation and Academic Achievement
Author: Huang, Denise
Date: 2017-00-00
Type: Journal Articles
Subjects: After School Programs,Student Participation,Academic Achievement,Correlation,Research Methodology,Educational Research,Elementary Schools,At Risk Students,Tutoring,Enrichment Activities,Physical Activities,Minority Group Students,Student Development,Cognitive Development,Health Promotion,Life Style,Interpersonal Competence,Sampling,Selection Criteria,Bias

Every since the enactment of the No Child Left Behind Act (2001) in the United States, achievement gains resulting from afterschool participation have been of particular interest. However, findings have been inconsistent. The challenge for researchers is partly due to the wide variation of program goals, difficulty in obtaining valid control groups, difficulty in obtaining clean records of data, the high transience rates of the students, and in particular, the failure to differentiate among the dosage students receive and the inherent potential of selection bias in the afterschool population. This study draw on a large dataset and allows for the analysis of effects over the course of several years. Using LA's BEST afterschool program as an example, this study employed advanced methodology to reduce selection bias in examining the relations between afterschool program participation and academic achievement.
Educational Quality of All-Day Schools in the German-Speaking Part of Switzerland: Differentiation of the Research Perspectives with Regard to Educational Quality
Author: Schuepbach, Marianne
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Quality,Foreign Countries,Outcomes of Education,Extended School Day,Educational Environment,Skill Development,Extracurricular Activities,Program Effectiveness,Academic Achievement,Educational Principles,Administrators,Administrator Attitudes,Goal Orientation,Play,Learning Activities

In Switzerland there are a lot of different expectations connected with the development of extended education. However, it is largely unclear whether or not the expectations concerning an extended learning culture -- and thus concerning diverse support measures in extended education offerings -- are being met. This paper takes up this point and examines from different perspectives -- through mixed methods research -- the educational principles and goals and the educational quality of extended education offerings. We found that the emphasis that directors of extended education place on the goals of opening up the schools and students' manual and practical skills can explain in part the differing quality of extended education offerings.
Extended Education Supported by Parents and the Community: Its Impacts on Japanese Schoolteachers
Author: Kanefuji, Fuyuko
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Schedules,Program Effectiveness,Teacher Attitudes,Elementary School Teachers,Networks,After School Programs,Teaching Conditions,Parent Teacher Cooperation,School Community Relationship,Parent Role,Teacher Role,Volunteers

This article focuses on extended education supported by parents and the community at school and its impacts on schoolteachers' perceptions towards their work in Japan. A national survey using random sampling on elementary schoolteachers was conducted by the author; the results were used to analyze the relationships between the following variables: the existence of SSRHs, parent- and community-supported extended education, and teachers' perceptions toward their work and that of the local network. While several studies in the field have focused on extended education's effects on children, the current study is valuable because it discusses how extended education can affect other educational stakeholders. This study's findings therefore identify a new area of investigation that can be used to evaluate extended education's efficacy.
&quot;What Should I Do?&quot;: Three-Part Role Plays
Author: Kidwell, Tabitha
Date: 2020-00-00
Type: Journal Articles
Subjects: Role Playing,Teaching Methods,Communication Skills,English (Second Language),English for Special Purposes,Feedback (Response),Problem Solving,Language Skills,Peer Evaluation,Allied Health Occupations Education,Grammar,Pronunciation,Nonverbal Communication,Knowledge Level,Law Enforcement,English for Academic Purposes,Second Language Instruction

This is a step-by-step guide to offering role plays that give learners practice in describing a problem, asking for advice, giving advice--and giving and receiving feedback from peers. The article includes numerous sample prompts.
A Self-Defined Professional Development Approach for Current and Aspiring Educational Developers
Author: Ferris, Jennie
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,Educational Development,Higher Education,Postsecondary Education as a Field of Study,Reflection,Metacognition,Evaluation,Instruction,Foreign Countries,Program Development,Learning Activities

Professional development offerings for current and aspiring educational developers can be sparse and neither fully contextually appropriate nor personally relevant given the range of experiences people bring to the field. In the absence of suitable professionalization programs, we created a self-defined professional development approach to support us in our educational developer work. Using a framework for reflective writing, we describe our approach and the strategies we implemented, and we consider at a &quot;meta&quot; level what contributes to the viability or success of our self-defined professional development plan. Measures for assessing success were framed using utilization-focused evaluation. We outline implications for future practice and propose that a self-defined approach to professional development could be adopted and adapted by other current and aspiring educational developers.
Beyond the Afterglow: Effective Transfer of Learning through Instructional Design
Author: Egan, John P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Transfer of Training,Graduate Students,Online Courses,Electronic Learning,Educational Technology,Instructional Effectiveness,Learning Activities,Foreign Countries,Course Evaluation,Student Attitudes,Problem Based Learning,Value Judgment

This article examines the experiences of students after completing an online postgraduate learning technologies applications course with respect to the transfer of learning of skills, knowledges, and perspectives to their professional educational practice. Transfer of learning was perceived to have occurred with respect to overall course design and specific learning activities. Transfer of learning from the course to educational practice was seen as effective for most study participants; however, the strong community of practice inculcated within the course eroded after the course ended.
Beyond the Conference: Singing Our SSONG
Author: Green, Corinne A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Conferences (Gatherings),International Cooperation,Social Networks,Computer Mediated Communication,Peer Relationship,Workshops,Computer Software,Group Discussion,Barriers,Foreign Countries,College Faculty,Teacher Collaboration,Meetings,Trust (Psychology),Communities of Practice

The International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference presents an exciting opportunity to meet with international colleagues from diverse backgrounds and situations to commune on our common interest in the Scholarship of Teaching and Learning (SoTL). As with every ISSOTL conference, the enthusiasm for SoTL was palpable in Los Angeles in 2016. Rich discussions took place, networks were formed, and promises to keep in touch were made. Unfortunately, previous conference experiences have taught us that these good intentions often fall short once the conference bubble has burst and the reality of daily life sets in once more. In an attempt to circumvent this phenomenon, we--seven colleagues from three different countries--embarked on a research project that enabled us to maintain the relationships and fruitful discussions we had initiated at ISSOTL16. We established Small, Significant Online Network Group, or SSONG, inspired by a conference workshop on small significant networks. As a group, we met regularly online using Adobe Connect© and engaged in significant conversations around SoTL that were private, trustful, and intellectually intriguing. This article reflects our experiences in establishing and maintaining the group. We discuss how the group was formed; its alignment with the concept of small, significant networks; and the benefits and challenges we encountered. Four key principles of the group that have emerged will also be discussed in detail, enabling readers to consider how they could adapt the concept for their own purposes.
Evaluating Learners&apos; Vocabulary Gain and Retention in an E-Learning Context Using Vocabulary Podcasting Tasks: A Case Study
Author: Elekaei, Atefeh
Date: 2020-04-00
Type: Journal Articles
Subjects: Vocabulary,Retention (Psychology),Electronic Learning,Distance Education,Educational Technology,Audiovisual Aids,Animation,English (Second Language),Second Language Instruction,Foreign Countries,Instructional Effectiveness

The advent of new technologies and rapid growth of online distance education have fostered interaction as well as collaboration among learners and created a true learning community. Moreover, forming synchronous and asynchronous learning networks utilizing the Internet have been simplified by new technologies. Since the importance of technology is undeniable, teachers and instructors must use it to create new opportunities and experiences for educators. The present study investigates the use of audio podcast plus still pictures and audio podcasts plus animated pictures on learners' vocabulary gain and retention in a process-oriented approach. The results indicate that the participants who received audio plus animated pictures had higher levels of vocabulary gain as well as retention. The present study showed that podcasting is an influential tool to course resources and increases the contact between students and teachers.
Analysis of Distance Education Business Models in Brazilian Private Higher Education Institutions
Author: Britto, Lidiane Campos
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Private Colleges,Undergraduate Study,Taxonomy,Delivery Systems

This article is based on a research whose objective was to create and analyze the undergraduate business model taxonomy in Distance Education (DE) modality at private Higher Education Institutions in Brazil. As methodological procedure, a survey was conducted from August to November 2017, with 43 Brazilian institutions and a cluster analysis. The analysis resulted in the formation of two to three groups (clusters) in each of the nine business model building blocks explored in the literature review, in a total of 24 groups. From these groupings and the analysis of each group characteristics, their taxonomic classifications were created, that is, the main objective of this work. Two distinct and recurrent business models in distance education were also identified and analyzed, based on the 43 surveyed institutions study.
A Study of the Graduate Theses on Distance Learning Administration in Turkey from 1999 to 2019
Author: Kesim, Eren
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Educational Administration,Masters Theses,Doctoral Dissertations,Educational Research,Research Methodology,Information Sources,Data Collection,Data Analysis,Departments,Educational Policy

This study covers 117 masters and 28 doctorate theses published between 1999-2019 in Turkey for a total of 145 theses on distance learning administration. Due to the goal of analyzing graduate theses published in the field of distance learning administration in Turkey between the years of 1999-2019, qualitative research method was used in this study. The distribution of subjects within these theses was found to focus on 6 main themes. These themes, in decreasing frequency, were services required by distance education institutions, analysis -- evaluation studies, factors influencing distance education services, issues encountered in distance learning administration, recommendation studies, and comparative studies. The policy recommendations of research in distance learning administration focused on three categories. These categories, in decreasing frequency order, were policy recommendations towards services required by distance education institutions, policy recommendations regarding factors influencing distance education services, and policy recommendations regarding issues faced in distance learning administration. No other research, evaluating the research on distance learning administration in Turkey along with the policy recommendations made by these studies was encountered in the literature review. The other findings of this study are presented in a discussion regarding the findings of other studies in the literature.