Open Access

IJREE – International Journal for Research on Extended Education 1/2014

Download
Download

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 1/2014 (2014), Verlag Barbara Budrich, 51379 Leverkusen, ISSN: 2196-3673, 2014 #1,

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.

Inhaltsverzeichnis

  • BEGINN
  • Content
  • Editorial
  • Dyson/Jones: Extended Schools in England: Emerging Rationales
  • Huang/La Torre Matrundola/Leon: Identification of Key Indicators for Quality in Afterschool Programs
  • Klerfelt/Haglund: Presentation of Research on School-Age Educare in Sweden
  • Mahoney: A Developmental Study of Expanded Learning Time, Norm-Breaking, and Antisocial Behavior
  • Fischer/Züchner: Narrowing the Gap? The Role of All-Day Schools in Reducing Educational Inequality in Germany
  • Kerr/Dyson: Developing an Evidence-Based Rationale for a Children’s Zone Approach
  • Huang/Goldschmidt/La Torre Matrundola: Examining the Long-Term Effects of Afterschool Programming on Juvenile Crime: A Study of the LA’s BEST Afterschool Program
  • Review: Bennett on Learning at Not-School: A Review of Study, Theory, and Advocacy for Education in Non-Formal Settings. Julian Sefton-Green. Cambridge, Massachusetts: MIT Press, 2013
  • Announcements: Blurring educational boundaries. Young people’s agency in learning practices. Barcelona, November 6th–7th, 2014
  • Authors

Ähnliche Titel