ethanporcaro/eric-fulltext-meta huggingface dataset:
Expanded Learning: A Thought Piece about Terminology, Typology, and Transformation
Author: Noam, Gil G.
Date: 2018-00-00
Type: Journal Articles
Subjects: After School Education,Vocabulary,Classification,Cultural Differences,Educational Trends,Child Development,Educational Innovation,After School Programs,Educational Change,Foreign Countries

What is it about afterschool that gives it so much potential to powerfully influence educational best practices around the world? This paper will explore what truly defines &quot;afterschool&quot; beyond the time- and location-based pedagogy of the term and will make the case for the use of &quot;expanded learning&quot; or &quot;expanded opportunities&quot; as the terms that most clearly describe this critical time of youth learning and development. This paper will explore the cultural and bureaucratic differences countries have that influence how young people spend their time and what those differences say about a country's views on child development and its aspirations for its youth. Beyond an exploration of cultural differences, this paper will also discuss the trends that are influencing our international efforts to shift the view of expanded learning programs beyond a safe place to keep children occupied while their parents work, toward a fundamental space for child development and educational innovation.
Useful Terms in English for the Field of Extended Education and a Characterization of the Field from a Swiss Perspective
Author: Schuepbach, Marianne
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary,Foreign Countries,After School Programs,Extracurricular Activities,German,English,Definitions,Educational Research,Extended School Day

In the last 20 years, interest in the field of extended education has been growing worldwide. Countries in the East and the West have been investing in developing systems to support student learning after traditional school hours. In this contribution, we first clarify concepts and terms currently used in Switzerland and then, from an international point of view, focus on possible useful terms in this new field in English. In the third part, we attempt to outline the field of extended education by means of basic points, illustrated using Switzerland as an example.
Doing Masculinity in School-Age Child-Care: An Ethnographic Study
Author: Ljusberg, Anna-Lena
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Males,Social Development,Social Influences,Social Environment,Power Structure,Gender Issues,Child Care,Masculinity,Young Children,Elementary School Students,Aggression,Student Behavior,Sex Stereotypes,Personal Autonomy

This article is based on data from a two-year ethnographic study on children in school-age child-care in Sweden. It describes a boy's way from positioning himself as a &quot;boy who does not fight&quot; to a &quot;boy who fights&quot;. In Sweden, independence is viewed as paramount. Fostering children to independence can be seen from different perspectives, and the teachers in this particular setting hand over the power to the children. The social climate in the setting was quite tough, and the children -- especially the boys -- formed a social hierarchy by using their fists. The material was studied with help from analytical tools dealing with gender, position and power.
Swedish School-Age Educare Centres and German All-Day Schools -- A Bi-National Comparison of Two Prototypes of Extended Education
Author: Klerfelt, Anna
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Extended School Day,Educational Change,Educational History,Nonformal Education,Learning Processes,Age Differences,Elementary School Students,Teacher Qualifications,Outcomes of Education,Educational Environment,Extracurricular Activities

In Sweden and in Germany, an extensive system of extended education programmes and activities has been established within the last decades. Prototypic examples of this development are school-age educare centres in Sweden and all-day schools in Germany. In this article a bi-national comparison, aiming to find some similarities and differences by means of historical background, current questions of student learning, staff professionalism, and research findings, is presented. It can be shown that, though Swedish school-age educare centres and German all-day schools are based on pedagogical roots reaching back to the end of the 19th and the beginning of the 20th century, their historical developments are quite different. Whilst in Sweden the school-age educare idea became entrenched in the society and the collective beliefs about the necessity of learning outside the classroom, in Germany the all-day school model never prevailed. That only changed in the beginning of the 21st century when PISA showed that the German education system was not performing very well. Based on the different developments over time, both models established different features. With regard to student learning, the Swedish model is more oriented towards fostering creativity and imagination, whilst the German model is more oriented towards curricular learning. One difference concerning the students are that in Germany the all-day school embrace both children and youths up to the end of secondary-II level (up to 18/19 years), in Sweden young people older than 13 years old cannot participate in the school-age educare. In Sweden educators working outside of the classroom are academically trained in quite the same way as classroom teachers, whilst in Germany there is no such common regulation. Based on the more curricular learning centred view in Germany, some large scale effectivity studies were conducted within the last decade. Such comprehensive research programs are lacking in Sweden. We will give a short overview of some main research findings and discuss future research topics.
Comparison of Extended Education and Research in This Field in Taiwan and in Switzerland
Author: Schuepbach, Marianne
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Differences,Cultural Influences,Comparative Education,After School Programs,School Schedules,Educational Legislation,Educational Quality,Program Effectiveness,Homework,Enrichment Activities,Remedial Instruction

During the past two decades, there is a global growing interest in the field of extended education. Countries in both the East and the West alike have been investing in developing systems to support student learning after the traditional school hours. This paper examines the similarities and differences in this trend of development in Taiwan and Switzerland. Cultural influences, the beliefs and values of these countries, and the importance of contextualization in comparative education are discussed.
Freedom of Religion and Secular Education: Teachers Define the Meaning of Religious Freedom in Everyday School Practice
Author: Fahlén, Marie
Date: 2017-00-00
Type: Journal Articles
Subjects: Freedom,Religion,Foreign Countries,Elementary School Students,Civil Rights,Holistic Approach,Educational Practices,Resource Staff,Religious Factors,Teacher Attitudes,Values,Individualism

Questions about freedom of religion versus secular values have increased as a controversial topic in European public debate during the last decades. The aim of this article is to shed light on these issues by focusing on the definition of &quot;freedom of religion as a human right&quot; among teachers working with younger pupils in the Swedish school system. From a holistic perspective on religion and children's education, in-depth individual interviews were conducted with teachers working in primary school, as well as teachers in the leisure-time center, examined through discourse analysis. This study provides insights into how two different groups of teachers interpret and apply these potentially conflicting values in everyday school practice. At the end of the article, I reflect upon the consequences of the Swedish, secular and individualistic values that were dominant in the teachers understanding of freedom of religion, in relation to the challenges of a multi-religious school and society.
Extended Education for Academic Performance, Whole Person Development and Self-Fulfilment: The Case of Hong Kong
Author: Sivan, Atara
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Individual Development,Foreign Countries,Cultural Context,Supplementary Education,Private Education,Tutoring,After School Programs,Extracurricular Activities,Lifelong Learning,Leisure Time,Student Role,School Role,Parent Role,Secondary School Students,Self Management,Service Learning,College Students,Children,Adolescents

This paper examines the ways in which extended education is manifested in a place where schooling and academic achievement are of primary focus. Over the past few decades, the Hong Kong education system has undergone major reforms that have incorporated various forms of extended education to enhance students' all-round development. Despite these changes, Hong Kong people continue to put an emphasis on academic excellence resulting in parent-directed activities in a form of private supplementary tutoring. At the same time, extended education is also demonstrated through students' self-directed engagement in serious leisure activities that contribute to adolescents' growth. The paper portrays and examines the different activities directed by schools, parents and students within school and out-of-school settings in light of the sociocultural context of Hong Kong. References are made to school based initiatives and studies on outside classroom learning and serious leisure among children and adolescents.
To Author Yourself: Teachers in Swedish School-Age Educare Centres Describe Their Professional Identity
Author: Klerfelt, Anna
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Professional Identity,Personal Narratives,After School Education,Teacher Qualifications,School Schedules,Primary Education,Teacher Attitudes

This study aims to construct knowledge about how teachers in Swedish school-age educare centres build on their professional identity by listening to their narratives about their work, their interpretations of their mission and how they apply their intentions. The study takes its point of departure from sociocultural (Vygotsky, 1978) and dialogical (Bakhtin, 1986) perspectives. The analysis starts with Bakhtin's notion of authoring. The construction of data was carried out in three steps. Firstly, by collecting written narratives from 21 teachers, secondly by oral narratives from ten teachers among the 21 teachers participating in 'walk-and-talk' conversations and finally from a commonly created conversation in two focus interviews with eight of the teachers. The results from this study indicate that there is a commonly shared general discourse unifying the professional identity of the teacher in school-age educare centres.
On the Move from Pedagogy to Timeagogy? Or How Time Constitutes the Work of Pedagogues in the Danish Primary School and Leisure-Time Center
Author: Gravesen, David Thore
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Extended School Day,Elementary Schools,Leisure Education,Time,Elementary School Teachers,Teacher Student Relationship,Educational Practices,Social Structure,Educational Change

This article analyzes the work of pedagogues in the Danish Primary School and Leisure-time Center. With a reform in 2014, schooldays are prolonged and hours for leisure-time pedagogy in the afternoons have become fewer. Time pressure and a focus on effectiveness have become crucial, and core pedagogical ideas are seemingly changing. On the basis of qualitative data material and sociological theories our analysis suggests a new concept: &quot;timeagogy.&quot; Timeagogy is a rising phenomenon deriving from the tense relationship between societal acceleration and renewed pedagogical demands on the one hand, and the pedagogue's subjective practices on the other.
A Comparison of the Afterschool Programs of Korea and Japan: From the Institutional and Ecological Perspectives
Author: Bae, Sang Hoon
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,After School Programs,Cultural Differences,Program Development,Educational Policy,Barriers,Social Influences,Cultural Influences,Government Role,Educational Quality,School Community Relationship,Equal Education,Family School Relationship,Educational Legislation,Budgets

The present study compared Korea and Japan in terms of each country's afterschool program system. First, the historical and social backgrounds that have influenced the development of afterschool programs in the two countries were compared. Second, the current status of afterschool programs was described. Third, comparisons were made based on the kinds of policies that have been developed and implemented to promote the programs. The study also examined problems and issues that the two countries face in this regard. Finally, similarities and differences between the two afterschool program systems were suggested. It has been speculated that the two countries' afterschool systems have become similar due to their geographical proximity and ongoing social and cultural interactions. However, it is argued that differences in the social contexts of the two countries have contributed to the development of distinct characteristics for each of the afterschool programs.
Distance Counselor Education: Past, Present, Future
Author: Snow, William H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Counselor Training,Best Practices,Teaching Methods,Technology Uses in Education,Educational History,Clinical Experience,Supervision,Counselor Educators,Educational Trends,Radio,Telecommunications,Audio Equipment,Films,Television,Internet,Computer Assisted Instruction,Teacher Student Relationship,College Students,Computer Mediated Communication,Computer Simulation

Distance education has become a mainstay in higher education, in general, and in counselor education, specifically. Although the concept sometimes still feels new, universities have been engaged in some form of distance learning for over 20 years. In the field of distance counselor education, it is imperative to understand where we have been, where we are now, and where we are going. This article will lay the foundation for the special section of &quot;The Professional Counselor&quot; on distance counselor education and will explore the history of using technology in education, recent research about distance education in counseling and counselor education, and topic areas discussed throughout this special section. This special section will bring clarity to current and emerging best practices in the use of technology in the distance education of professional counselors, clinical supervisors, and counselor educators.
Online Counselor Education: A Student-Faculty Collaboration
Author: Sheperis, Donna S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Counselor Training,Teacher Student Relationship,Synchronous Communication,Asynchronous Communication,Student Attitudes,Graduate Students,Distance Education,Masters Programs,Doctoral Programs,Teacher Attitudes,College Faculty,Decision Making,Communities of Practice,Peer Relationship,Internship Programs,Practicums,Student Motivation,Self Efficacy,Counselor Certification,Humanism,Goal Orientation

Online counselor education has been studied extensively since its inception, but the experiences of students within these programs have received limited attention. This collaborative view from faculty and students of online counselor education was developed to share the stories of students who have engaged in both synchronous and asynchronous distance counselor education programs at the master's and doctoral level. Students talked about finding online programs to be viable options to work flexibly within their adult lives. In addition, they shared that they were more satisfied when there were efforts to foster connection through synchronous or other means found in a community of inquiry. Finally, their reports illuminate potential directions for research in exploring the experience of students in online counselor education programs.
Opportunities and Challenges of Multicultural and International Online Education
Author: Chen, Szu-Yu
Date: 2020-00-00
Type: Journal Articles
Subjects: Multicultural Education,Online Courses,Social Justice,Distance Education,Mentors,Foreign Students,Counselor Training,Workshops,Student Needs,Teaching Methods,Technology Integration,Cultural Awareness,Counselor Performance,Counseling Effectiveness,Counselor Educators,Academic Support Services,Barriers,Computer Simulation,International Education,Student Centered Learning

Distance counselor education has expanded educational opportunities for diverse groups of students. To effectively train and support global students in counseling programs, the authors explore some unique challenges and opportunities that counselor educators may encounter when integrating technology in the multicultural counseling curriculum. The authors discuss pedagogical strategies that can enhance distance learners' multicultural and social justice counseling competencies. Through an intersectional, social construction pedagogy, counselor educators can decolonize traditional multicultural counseling curricula and foster an international distance learning environment. Additional innovative approaches and resources, such as online multiculturally oriented student services, online student-centered multiculturally based organizations and workshops, and office hours for mentoring online international students and supporting distance learners' needs, are described.
A Comprehensive Perspective on Treating Victims of Human Trafficking
Author: Marburger, Kathryn
Date: 2020-00-00
Type: Journal Articles
Subjects: Victims of Crime,Mental Health,Crime,Gender Differences,Age Differences,Sexual Orientation,Ethnicity,At Risk Persons,Individual Development,Family Relationship,Social Bias,Coping,Posttraumatic Stress Disorder,Comorbidity,Depression (Psychology),Substance Abuse,Intervention,Cognitive Restructuring,Behavior Modification,Therapy,Sexual Abuse,Child Abuse,Slavery,Physical Health,Females,Violence,Family Role,Counseling Techniques

Providing treatment to survivors of human trafficking requires mental health professionals to understand complex layers of multiple traumas. These layers include an understanding of how trafficking occurs; what gender, ages, sexual orientations, life circumstances, and ethnicities are most at risk to be trafficked; the lasting impact of trafficking on human development, mental health, and family relationships; and the stigma victims face from their own families, communities, and mental health providers. These survivors suffer from physical ailments and post-traumatic stress disorder, and they are at high risk for developing comorbid disorders such as depression and addiction disorders. Integrated treatment options to alleviate these concerns, including cognitive behavioral therapy, trauma-focused therapy, ecologically focused therapy, and family therapy, are presented.
Getting Young Learners to Stick to English
Author: Buechel, Laura Loder
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Language of Instruction,Language Usage,Foreign Countries,Teacher Role,Role Models,Positive Reinforcement,Rewards,Teaching Methods,Elementary Education

The American Council on the Teaching of Foreign Languages (2010) encourages teachers and their students to &quot;use the target language as exclusively as possible (90% plus) at all levels of instruction during instructional time and, when feasible, beyond the classroom,&quot; and local boards of education around the world, including here in Switzerland, mention something similar in their local curricula. Yet it is easier said than done. Local-language use in the foreign-language classroom has its place. Macaro (2001) speaks in favor of allowing natural code-switching from the side of the learners, especially younger ones, but explicit use of the mother tongue (as compared to haphazard) from the side of the teachers, which Butzkamm (2003) would consider to be for grammar explanations and for linguistic comparisons. Regardless of the teacher's reasoning behind the use of the local language, one important role of a teacher is that of encourager or motivator (and, sometimes, cheerleader) to encourage learners to explore and use the target language. This article presents a compilation of ideas that Laura Buechel has tried out in her own lessons, along with ideas collected from observations in Swiss schools over the years.
Legal and Ethical Challenges in Online Counselor Education
Author: Sheperis, Donna S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Counselor Training,Educational Technology,Technology Uses in Education,Legal Responsibility,Ethics,College Faculty,Distance Education,Supervision,Teacher Responsibility,Educational Legislation,Privacy,Student Rights,Health Insurance,Federal Legislation,State Legislation,Court Litigation

Counselor education has moved firmly into the online space with multiple accredited programs available to students and potential faculty. These programs can cross state lines, either by location of training, placement of faculty, or both. As such, there are legal and ethical considerations that are outside of those that are typically considered. This article addresses some of the more common legal and ethical considerations in counselor education, such as vicarious liability and cybersecurity, and how they differ in the online education environment. Licensure and other laws and obligations for educators are explored. Opportunities for gatekeeping are discussed through the lens of a case study. A second case study with guiding questions is provided to raise visibility of state differences in practice laws. Finally, helpful resources for navigating online counselor education from a legal and ethical perspective are offered.
Practitioners&apos; Use of Research in Decision Making about Organized Out-of-School Time Programs Serving Adolescents
Author: Mahoney, Joseph L.
Date: 2016-00-00
Type: Journal Articles
Subjects: After School Programs,Youth Programs,Community Programs,Administrators,Administrator Attitudes,Educational Objectives,Theory Practice Relationship,Research Utilization,Activities,Attitudes,Skill Development,Job Training,Partnerships in Education

Research shows that adolescent participation in organized out-of-school time (OST) programs (e.g., after-school programs) is linked to positive developmental outcomes. However, whether OST program practitioners use this research to inform their decision making is unclear. Therefore, a science-to-practice gap may exist in OST programs. To assess the use of research, 21 OST program directors from the United States were interviewed. Directors identified the components of their programs (i.e., goals and activities) and rationales for choosing each component. Direct questions about the use of research in making program decisions were asked. Findings revealed that use of empirical research was seldom mentioned. Practitioners referred to research in other terms including attending trainings, online searches, and learning from other programs. This suggests there is a science-to-practice gap in OST programs, but also points to several ways that researcher-practitioner partnerships may narrow the gap.