Open Access

IJREE – International Journal for Research on Extended Education 2/2014


Diese Publikation zitieren

Sabine Maschke(Hg.), Ludwig Stecher(Hg.), Alan Dyson(Hg.), Fuyuko Kanefuji(Hg.), Björn Haglund(Hg.), IJREE – International Journal for Research on Extended Education 2/2014 (2015), Verlag Barbara Budrich, 51379 Leverkusen, ISSN: 2196-3673, 2014 #2,

Getrackt seit 05/2018


Beschreibung / Abstract

IJREE – International Journal for Research on Extended Education aims at creating international visibility and a stronger scientific profile for the research field of extended education. The Journal is published by a group of internationally renowned educational researchers and was funded by the German Research Foundation (DFG). From early childhood to late adolescence, young people are enrolled in various public or private forms of educational  arrangements. Some of them, particularly pre-school-aged children, attend kindergarten or participate in early learning courses. School-aged children often participate in school- or community-based programmes, forms of private tutoring or after-school activities such as art courses or academic clubs, or they attend all-day schools.  In as far as these activities and programmes focus on the social, emotional and academic development of children and young people and are pedagogically structured to make it easier for the participants to learn specific contents they can be summarized by the term extended education.


  • Content
  • Editors‘ Preface
  • Underwood/Parker: University-Community Links: Collaborative Engagement in Extended Learning
  • Lecusay: Building Zones of Proximal Development with Computer Games in a UC Links After-school Program
  • Schuetze/Claeys/Bustos Flores/Sezech: La Clase Mágica as a Community Based Expansive Learning Approach to STEM Education
  • Padrós/Sànchez-Busqués/Lalueza/Crespo: The Shere Rom Project: Looking for Alternatives to the Educational Exclusion of Roma
  • Gómez-Estern/Martínez-Lozano/Vásquez: “Real Learning” in Service Learning: Lessons from La Clase Mágica in the US and Spain
  • Pineda/Nakkula: Dancing Ethnicity: A Qualitative Exploration of Immigrant Youth Agency in an Ethnically Specific Program
  • Schüpbach: Extended Education in Switzerland: Values in Past, Present, and Future
  • Klerfelt/Haglund: Walk-and-Talk Conversations: a Way to Elicit Children’s Perspectives and Prominent Discourses in School-Age Educare
  • Bae: Values and Prospects of Extended Education: A Critical Review of the Third NEO ER Meeting
  • Review: Duran on Generating Transworld Pedagogies: Reimagining La Clase Mágica. Edited by Belinda Bustos Flores, Olga A. Vásquez, and Ellen Riojas Clark. New York: Lexington Books, 2014.
  • Authors

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