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IJREE – International Journal for Research on Extended Education最新文献

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The Production and Performance of Workplace Hierarchies in Australian Outside School Hours Care 澳大利亚校外托儿所工作场所等级制度的产生与表现
IJREE – International Journal for Research on Extended Education Pub Date : 2024-07-08 DOI: 10.3224/ijree.v11i1.03
Bruce Hurst, K. Brannelly, Jennifer Cartmel
{"title":"The Production and Performance of Workplace Hierarchies in Australian Outside School Hours Care","authors":"Bruce Hurst, K. Brannelly, Jennifer Cartmel","doi":"10.3224/ijree.v11i1.03","DOIUrl":"https://doi.org/10.3224/ijree.v11i1.03","url":null,"abstract":"Outside School Hours Care (OSHC) provides play, leisure, care and education for significant numbers of Australian children. As government has become increasingly involved in the regulation of OSHC, the sector has become increasingly professionalised. OSHC practitioners are active participants in quality improvement processes and increasingly likely to have qualifications. Despite its growing social importance, there is little research about the OSHC workforce. This article draws on a research project conducted with OSHC practitioners who participated in a professional development program that introduced a set of professional standards for practitioners. The research investigated how participants engaged with the standards after completion of the program and demonstrated that uptake of the professional standards was complicated by workplace and sector hierarchies. Participants were less likely to use the standards for service leaders and short-term, casualised workers. These hierarchies formed in complex ways around dominant discourses that underestimate care and leisure work and position OSHC as a secondary consideration for school management. The findings in this research have important implications for the sustainability of the OSHC workforce, how it is perceived and how it engages with professional development programs.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141668256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“It shouldn’t be something you have to create on your own.” Personal practical knowledge construction and professional learning for teachers in Swedish school-age educare. "这不应该是你必须自己创造的东西"。瑞典学龄教育教师的个人实践知识建构与专业学习。
IJREE – International Journal for Research on Extended Education Pub Date : 2024-07-08 DOI: 10.3224/ijree.v11i1.05
Lena Glaés-Coutts
{"title":"“It shouldn’t be something you have to create on your own.” Personal practical knowledge construction and professional learning for teachers in Swedish school-age educare.","authors":"Lena Glaés-Coutts","doi":"10.3224/ijree.v11i1.05","DOIUrl":"https://doi.org/10.3224/ijree.v11i1.05","url":null,"abstract":"Teachers who work in school-age educare (SAEC) in Sweden possess a variety of educational qualifications. They hold a dual role working as teachers both within the compulsory program and school-age educare. This dual competence requirement means that their professional needs are unique and often different from that of their colleagues who only work in the compulsory school system (Berglund, Lager, Lundkvist and Gustavsson Nyckel, 2019). They reside in a complex context when it comes to opportunities for constructing their personal professional knowledge. Considering that already in 2021, the government announced the creation of a national professional learning program (Regeringen 2021), it is essential to understand what type of professional learning is deemed needed by the SAEC teachers themselves. Through narrative interviews with SAEC teachers, this study aims to map an understanding of how the teachers construct their personal professional knowledge as SAEC teachers. The main research question in this study is: How do SAEC teachers describe the role of professional learning as part of creating and developing their personal professional knowledge? The findings indicate a need for a systematic approach to recognize the qualification of experienced teachers and create a framework for professional learning opportunities for all teachers in SAEC.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141666805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using theories that pertain to space and geography in Australian Outside School Hours settings: Playworkers perspectives 在澳大利亚课外活动中运用空间和地理理论：游戏工作者的观点
IJREE – International Journal for Research on Extended Education Pub Date : 2024-07-08 DOI: 10.3224/ijree.v11i1.07
Angus Gorrie, Caitlin Jordinson
{"title":"Using theories that pertain to space and geography in Australian Outside School Hours settings: Playworkers perspectives","authors":"Angus Gorrie, Caitlin Jordinson","doi":"10.3224/ijree.v11i1.07","DOIUrl":"https://doi.org/10.3224/ijree.v11i1.07","url":null,"abstract":"This practitioner paper explores the positive impact playwork could have for Australian OSHC (Outside School Hours Care) environments and in turn, educators and children. Through a discussion of four theoretical perspectives pertaining to physical space from a playworkers perspective, the authors show how developing a conceptual understanding of these can support Australian OSHC settings nurture a place for play. With a focus on affordance theory, compound flexibility, liminality and psychogeography, this paper breaks down these theories and posits their practical applications within an OSHC setting.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141667318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Qualified and Unqualified Staff in German All-day Schools. An Exploratory Overview 德国全日制学校中合格和不合格的教职员工。探索性概述
IJREE – International Journal for Research on Extended Education Pub Date : 2024-07-08 DOI: 10.3224/ijree.v11i1.04
Markus Sauerwein, Annalena Danner, Franziska Bock, Till-Sebastian Idel, Gunther Graßhoff
{"title":"Qualified and Unqualified Staff in German All-day Schools. An Exploratory Overview","authors":"Markus Sauerwein, Annalena Danner, Franziska Bock, Till-Sebastian Idel, Gunther Graßhoff","doi":"10.3224/ijree.v11i1.04","DOIUrl":"https://doi.org/10.3224/ijree.v11i1.04","url":null,"abstract":"In Germany, three groups can be identified who work in all-day schools and take on pedagogical tasks in extended education: Teachers, pedagogical staff, and staff without a pedagogical qualification (lay pedagogues). While the professionalisation debate on teachers and pedagogical staff already exists, there is a lack of knowledge on lay staff. In this article we consider the group of lay pedagogues. Findings from existing studies explore in more detail the expertise that personnel bring into all-day education.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141669768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Professionalizing the Extended Education Workforce 扩展教育工作者队伍的专业化
IJREE – International Journal for Research on Extended Education Pub Date : 2024-07-08 DOI: 10.3224/ijree.v11i1.02
Nanine Lilla, M. Schüpbach, Jennifer Cartmel
{"title":"Professionalizing the Extended Education Workforce","authors":"Nanine Lilla, M. Schüpbach, Jennifer Cartmel","doi":"10.3224/ijree.v11i1.02","DOIUrl":"https://doi.org/10.3224/ijree.v11i1.02","url":null,"abstract":"","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141668936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Patterns of Participation in Organized Leisure Activities of Young People in Low and Middle Secondary Educational Tracks in Germany 德国中低年级青少年参加有组织休闲活动的模式
IJREE – International Journal for Research on Extended Education Pub Date : 2024-07-08 DOI: 10.3224/ijree.v11i1.06
Karen Hemming, Stefan Hofherr, Sabine Hartig
{"title":"Patterns of Participation in Organized Leisure Activities of Young People in Low and Middle Secondary Educational Tracks in Germany","authors":"Karen Hemming, Stefan Hofherr, Sabine Hartig","doi":"10.3224/ijree.v11i1.06","DOIUrl":"https://doi.org/10.3224/ijree.v11i1.06","url":null,"abstract":"Organized leisure activities are an important component of learning with a great potential for positive youth development. The available research has grown in the past decade but is still lacking differentiated analysis of specific activity determinants and longitudinal designs. Based on retrospectively collected quantitative data (n=1,547) at the end of low/ middle secondary schools in Germany (9th/10th grades), this study explores patterns of organized activity participation over the school years using LCA (Latent Class Analysis). Four latent classes could be identified on the basis of eight manifest activity determinants: None-Actives, Minor-Actives, Multiple-Actives, and Committed-Actives. Sociodemographic indicators as well as social, cultural, and economic capital predict the assignment to these classes.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141669948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Digital Learning Activities at School-age Educare when Policy Reforms Calls for Educational Change 政策改革呼唤教育变革时的学龄教育数字化学习活动
IJREE – International Journal for Research on Extended Education Pub Date : 2022-12-21 DOI: 10.3224/ijree.v10i1.02
Linnéa Stenliden, Helene Elfstrand, L. Lago
{"title":"Digital Learning Activities at School-age Educare when Policy Reforms Calls for Educational Change","authors":"Linnéa Stenliden, Helene Elfstrand, L. Lago","doi":"10.3224/ijree.v10i1.02","DOIUrl":"https://doi.org/10.3224/ijree.v10i1.02","url":null,"abstract":"This study examines teachers’ accounts of what is happening in practices of the School-age Educare centre (SAEC) when faced with pressure from policy reforms to adopt digital technology and promote digital competence as both a requirement and a right for all children. The aim is to explain anticipated tensions that may produce the (im)possible digital practices of SAECs. The study is conducted with teachers from three SAECs in Sweden. Reflection conversations and interviews were used to produce data that was analysed using a constructivist grounded theory approach. The study contributes to understandings of teachers’ main concerns when SAECs are requested to adopt technology and align with reforms. It explains how tensions emerge, impact SAEC teachers’ actions towards revised curricula and affect the distribution of digital learning activities. Attention is asked to ensure that the rights of also young pupils are upheld in the digital world of today and tomorrow.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114954547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Educational Success and Social Participation of Socially and Educationally Disadvantaged Students with Migration Background in Extended Education 移民背景下社会教育弱势学生的教育成功与社会参与
IJREE – International Journal for Research on Extended Education Pub Date : 2022-12-21 DOI: 10.3224/ijree.v10i1.06
Haiqin Ning, Jule Schmidt, Nanine Lilla, M. Schüpbach
{"title":"Educational Success and Social Participation of Socially and Educationally Disadvantaged Students with Migration Background in Extended Education","authors":"Haiqin Ning, Jule Schmidt, Nanine Lilla, M. Schüpbach","doi":"10.3224/ijree.v10i1.06","DOIUrl":"https://doi.org/10.3224/ijree.v10i1.06","url":null,"abstract":"","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129286577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pattern of Out-of-Class Activities of Korean University Students: Latent Profile Analysis 韩国大学生课外活动模式:潜在剖面分析
IJREE – International Journal for Research on Extended Education Pub Date : 2022-12-21 DOI: 10.3224/ijree.v10i1.05
S. Bae, Soo-Jeong Hwang, Bo Kyoung Byun
{"title":"Pattern of Out-of-Class Activities of Korean University Students: Latent Profile Analysis","authors":"S. Bae, Soo-Jeong Hwang, Bo Kyoung Byun","doi":"10.3224/ijree.v10i1.05","DOIUrl":"https://doi.org/10.3224/ijree.v10i1.05","url":null,"abstract":"This study examined how HIP participation patterns differ among students in different Korean universities. Moreover, this study explored whether there is an association between the likelihood of a student belonging to a specific group and their individual characteristics along with their university’s supportive campus environment. This study analyzed the data from the 2019 wave of the Korean-NSSE (National Survey of Student Engagement), and the samples included 12,784 college seniors from 112 institutions. Furthermore, it employed latent profile analysis and multinomial logistic regression. As a result, this research identifies five distinctive HIP participation patterns. Family income and student-faculty interaction levels determine which group a student belongs to. For example, economically disadvantaged students tend to belong to a group with lower participation in study abroad programs. Finally, the supportive campus environment was strongly associated with being a member of actively participating groups compared to being in a less engaged group.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127436569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Promoting Commitment: The Influence of School Culture and Work-Related Emotional Variables on the Affective Commitment of Teachers at German All-Day Schools 促进承诺:学校文化和工作相关情绪变量对德国全日制学校教师情感承诺的影响
IJREE – International Journal for Research on Extended Education Pub Date : 2022-12-21 DOI: 10.3224/ijree.v10i1.03
Karsten Wutschka, Karin Lossen
{"title":"Promoting Commitment: The Influence of School Culture and Work-Related Emotional Variables on the Affective Commitment of Teachers at German All-Day Schools","authors":"Karsten Wutschka, Karin Lossen","doi":"10.3224/ijree.v10i1.03","DOIUrl":"https://doi.org/10.3224/ijree.v10i1.03","url":null,"abstract":"A variety of reform and development efforts in the German educational system, especially the extension of the school day, going along with an increasing autonomy of individual schools and extending demands on teachers led to growing interest in business science concepts being applied in the field of school development research. A main emphasis lies in the commitment of teachers who are responsible for the implementation and the success of these reforms. The aim of this paper is to identify reasons that lead to a high level of commitment of the teaching staff with a focus on German all-day schools. The intended results will be obtained by a structural equation model based on the information provided by 649 primary all-day school teachers. In addition to the relationships with other actors in the school, which are summarised under the heading of school culture, variables relating to the personalities of the teachers can be identified as predictive.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131996282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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