IJREE – International Journal for Research on Extended Education最新文献_第3页

A critical scrutiny and discussion of the significance of complementation and compensation viewed from different aspects of Extended Education in different countries 从不同国家扩展教育的不同角度对补充和补偿的意义进行批判性的审视和讨论

IJREE – International Journal for Research on Extended Education Pub Date : 2022-04-06 DOI: 10.3224/ijree.v9i1.02

A. Ljusberg, Anna Klerfelt

引用次数: 0

Teachers as Private Tutors: Understanding Dual Professional Identities of Six Faculty Members from Uzbekistan University 教师作为私人导师:乌兹别克斯坦大学六名教师的双重职业身份解读

IJREE – International Journal for Research on Extended Education Pub Date : 2021-10-18 DOI: 10.3224/ijree.v8i2.09

Andrey Khojeev

{"title":"Teachers as Private Tutors: Understanding Dual Professional Identities of Six Faculty Members from Uzbekistan University","authors":"Andrey Khojeev","doi":"10.3224/ijree.v8i2.09","DOIUrl":"https://doi.org/10.3224/ijree.v8i2.09","url":null,"abstract":"Due to socio-economic difficulties, many teachers in Uzbekistan combine their regular teaching activities with private supplementary tutoring (PST). Involvement in two professional activities has led to the emergence of teacher and tutor professional identities. It is assumed that the co-existence of dual identities has an influence on the professional activities of a tutor and/or of a teacher. Although a plethora of studies has focused on teacher identity and its effect on teachers’ professional activities and some on co-existence of teacher identity with other social identities, there is a gap in the academic literature with only a few studies on teacher-tutor identity and its impact on their professional activities. The present qualitative study has made an attempt to reveal the types of relationship between these two professional identities, to find out the reasons for the existing relationship and to explore how this relationship impacts their professional activities as a tutor and/or as a teacher. For these purposes, the research utilizes semi-structured interview questions with six university teaching staff members who are also private tutors. By applying a predetermined theoretical framework, an intrapersonal identity network approach, the study reveals the three most predominant types–power relationship, temporal and conflicting. These types of relationship found to have a negative impact on the respondents’ activities as private tutors.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116872166","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

Supplementary Education at College and Its Consequences for Individuals’ Labor Market Outcomes in the United States 美国大学补充教育及其对个人劳动力市场结果的影响

IJREE – International Journal for Research on Extended Education Pub Date : 2021-10-18 DOI: 10.3224/ijree.v8i2.03

Steve R. Entrich, Soo-yong Byun

引用次数: 4

Friends Matter: The Relationship Between Korean International Students’ Friendship Networks and Study Abroad Outcomes 朋友很重要:韩国留学生友谊网络与留学成果的关系

IJREE – International Journal for Research on Extended Education Pub Date : 2021-10-18 DOI: 10.3224/ijree.v8i2.04

Jae-Eun Jon, Heeyun Kim, Soo-yong Byun

引用次数: 0

The Educational Practice of School-Age Educare Teachers Teaching Visual Art in Swedish Primary Schools 瑞典小学学龄教育教师视觉艺术教学的教育实践

IJREE – International Journal for Research on Extended Education Pub Date : 2021-10-18 DOI: 10.3224/ijree.v8i2.06

Marie Fahlén

{"title":"The Educational Practice of School-Age Educare Teachers Teaching Visual Art in Swedish Primary Schools","authors":"Marie Fahlén","doi":"10.3224/ijree.v8i2.06","DOIUrl":"https://doi.org/10.3224/ijree.v8i2.06","url":null,"abstract":"The purpose of this article is to increase the understanding of the challenges that Swedish school-age educare teachers with a certification in visual art experience in their everyday school practice. The study focus on the educational practice of teaching visual art from a holistic perspective which also includes the teachers’ perception of their overall work situation and their professional identity. Due to dual professional roles, these teachers are not only required to meet the criteria formulated in the syllabus of the subject visual art, but also to achieve the goals for the educare centre (National Agency of Education, 2019). The method used is in-depth individual interviews with nine teachers, together with observations of visual art lectures and the physical and material environment. The results provide insights into what it means to work as a school-age educare teacher teaching visual art in primary schools, struggling with limited resources and identity conflicts. The study highlights how teachers often end up in a struggle between individual agency and social structures since they have to resist, adjust and negotiate to get acceptable work conditions.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126048562","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

Extended Education at College and its Outcomes: An Introduction 大学扩展教育及其成果:导论

IJREE – International Journal for Research on Extended Education Pub Date : 2021-10-18 DOI: 10.3224/ijree.v8i2.02

Steve R. Entrich, S. Bae

引用次数: 1

Concepts and Challenges of Afterschool Program Quality in Japan 日本课外活动质量的概念与挑战

IJREE – International Journal for Research on Extended Education Pub Date : 2021-10-18 DOI: 10.3224/ijree.v8i2.07

F. Kanefuji

引用次数: 0

Specialised Professional Training Makes a Difference! The Importance and Prestige of Typical Duties in All-Day Schools from the Perspective of Teachers, Leisure Educators, Principals and Coordinators of Extended Education 专业的专业培训让你与众不同!从教师、休闲教育者、校长和扩展教育协调员的角度看全日制学校典型职责的重要性和威望

IJREE – International Journal for Research on Extended Education Pub Date : 2021-10-18 DOI: 10.3224/ijree.v8i2.08

Olivia Fischer, James Loparics

{"title":"Specialised Professional Training Makes a Difference! The Importance and Prestige of Typical Duties in All-Day Schools from the Perspective of Teachers, Leisure Educators, Principals and Coordinators of Extended Education","authors":"Olivia Fischer, James Loparics","doi":"10.3224/ijree.v8i2.08","DOIUrl":"https://doi.org/10.3224/ijree.v8i2.08","url":null,"abstract":"In Austria there is a specialised education (60 ECTS) for “leisure educators”, who are professionals working in all-day schools in the field of extended education but who are not teachers. Despite the existence of leisure educators, also teachers are often tasked with supervising extended education settings like lunchtime, extra-curricular activities and uncommitted free time in all-day schools in Austria. This paper aims to illustrate the difference of prestige that comes with different fields of duty in extended education and the implications of that difference. The paper is based on a quantitative study carried out in all-day schools in Vienna. It looks at the prestige of typical professional duties in all-day schools and at the importance attached to these duties by different professional groups. Leisure educators assign a higher importance to non-formal activities than teachers or other professional groups do. Yet, these activities represent relevant fields of duty in respect of training children and adolescents in 21st century skills. Hence the authors propose to address typical extended education duties in teacher education to enable all-day school professional teams to work on eye-level and efficiently.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122942584","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

Extended Education at College in India: Advancing Equity Through the Extension of Public Academic Support Programmes for Students from the Socially and Economically Disadvantaged Groups 印度大学的扩展教育:通过扩大对社会和经济弱势群体学生的公共学术支持计划来促进公平

IJREE – International Journal for Research on Extended Education Pub Date : 2021-10-18 DOI: 10.3224/ijree.v8i2.05

N. Sabharwal

{"title":"Extended Education at College in India: Advancing Equity Through the Extension of Public Academic Support Programmes for Students from the Socially and Economically Disadvantaged Groups","authors":"N. Sabharwal","doi":"10.3224/ijree.v8i2.05","DOIUrl":"https://doi.org/10.3224/ijree.v8i2.05","url":null,"abstract":"The paper seeks to expand our knowledge on the importance of public academic support programmes (ASPs) in higher education (HE) in India, which extend supplementary instruction with the aim to improve academic performance and support academic efforts of students from the socially and economically disadvantaged groups (SEDGs). This paper shows that students from the most disadvantaged amongst the SEDGs, that is, those residing in rural areas and women who experience multiple barriers that compound the effects of their disadvantages, have taken advantage of supplementary instruction classes. These classes have allowed HEIs to account for students’ academic needs and challenges related to their socioeconomic disadvantages, that remain unmet in regular classrooms. By targeting educational resources to students who are most disadvantaged, these programmes compensate for the absence of parental support and recognises the underlying socio-economic obstacles of students from achieving academic success at college. Given the acknowledged role of higher education in providing economic and social benefits to individuals, the paper argues that oncampus state enabled ASPs targeting students from the SEDGs make HE in India more equitable and contribute in reducing social inequalities in the wider society.","PeriodicalId":221386,"journal":{"name":"IJREE – International Journal for Research on Extended Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123071583","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