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Extended Education
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Extended Education


IRN Start Date: April 1, 2017


From childhood to adolescence, young people are enrolled in various public or private forms of educational arrangements outside regular school lessons. Some of them participate in school- or community-based programs, forms of private tutoring or after-school activities such as art courses or academic clubs, or they attend extracurricular provisions at all-day schools. In almost every modern country, numerous efforts have been observed over approximately the last 10 to 20 years to expand these additional institutional learning and care opportunities to supplement (traditional) schooling in almost every modern country in Europe, North and South America, Asia, and Australia.

 

These activities and programs focus on the social, emotional and academic development of children and young people and are educationally structured to make it easier for the participants to learn specific contents. They can be summarized by the term extended education – a term which has been established internationally for this field of education in the last years.

 

The aim of the Extended Education IRN is to bring together the different researchers and research perspectives in this new field from all over the world to learn from each other and to initiate international comparative research in this emerging field of educational research.

 

The IRN Extended Education is a successor organization to the Network on Extracurricular & Out-Of-School Time Educational Research (NEO ER) that was founded in 2010. The IRN is strongly connected to the International Journal for Research on Extended Education (IJREE) that was founded in 2013 by the NEO ER group. 

 

See the IRN website for more information: www.uni-bamberg.de/en/grundschulpaed/wera-irn-extended-education

 

Organizers:

Prof. Dr. Marianne Schüpbach

Professorship of Primary Education

Otto-Friedrich-Universität Bamberg, Markusstraße 8a, 96047, Bamberg

marianne.schuepbach@uni-bamberg.de

 

Prof. Dr. Gil Noam

Associate Professor, Director of The PEAR Institute: Partnerships in Education and Resilience

Harvard University, Pear Institute, Belmont, MA 02178, 115 Mill Street, USA
gil_noam@harvard.edu
  

List of Participants

Please click here for the full list of participants.

 

References

Du Bois-Reymond, M. (2008). Consequences of informal and peer learning for school.: Case studies from the Netherlands and other European countries. In H.-H. Krüger, W. Helsper, G. Foljanty-Jost, R.-T. Kramer, & M. Hummrich (Eds.), Family, school, youth culture. International perspectives of pupil research (pp. 73–92). Frankfurt am Main: Lang.

 

Du Bois-Reymond, M. (2009). The Integration of Formal and Non-formal Education: The Dutch "brede school". Social Work Society, 7(2). Retrieved from http://www.socwork.net/2009/2/special_issue/bois-reymond

 

Du Bois-Reymond, M. (2013). The Dutch all-day school in European perspective. In J. Ecarius, E. Klieme, L. Stecher, & J. Woods (Eds.), Extended Education – an International Perspective. Proceedings of the International Conference on Extracurricular and Out-of-School Time Educational Research, Nov. 2010, Giessen University (1st ed.). Opladen, Farmington Hills, MI: Barbara Budrich.

 

Bae, S. H., & Jeon, S. B. (2013). School-based After School Programs: The Key to Quality & Equality in Education - Korea’s Experience. In J. Ecarius, E. Klieme, L. Stecher, & J. Woods (Eds.), Extended Education – an International Perspective. Proceedings of the International Conference on Extracurricular and Out-of-School Time Educational Research, Nov. 2010, Giessen University (1st ed.). Opladen, Farmington Hills, MI: Barbara Budrich.

 

Bae, S. H., Kim, H., Lee, C. W., & Kim, H. W. (2009). The relationship between afterschool program participation and student’s demographic background. KEDI Journal of Educational Policy, 6(2), 69–96.

 

 Bae, S., Oh, H., Kim, H., Lee. Cheolwon, & Oh, B. (2010). The impact of after-school programs on educational equality and private tutoring expenses. Asia Pacific Educ. Rev., (11), 349–361.

 

Fischer, N., Radisch, F., & Schüpbach, M. (2014). International perspectives on extracurricular activities: Conditions of eff ects on student development, communities and schools – Editorial. Journal for Educational Research Online, 6(3), 5–9.

 

Fischer, N., Theis, D., & Züchner, I. (2014). Narrowing the Gap? The Role of All-Day Schools in Reducing Educational Inequality in Germany. International Journal for Research on Extended Education, 2(1), 79–96.

             

 Goldschmidt, P., Huang, D., Chinen, M., & Goldschmidt, P. (2007). The Long-Term Effects of After-School Programming on Educational Adjustment and Juvenile Crime: A Study of the LA’s BEST After-School Program. Los Angeles.

 

Huang, D., Gribbons, B., Kim, K. S., Lee, C., & Baker, E. L. (2000). A Decade of Results - The Impact of the LA's Best After School Enrichment Program on Subsequent Student Achievement and Performance. Los Angeles.

             

 Huang, D., Leon, S., & La Torre Madrundola, D. (2014). Exploring the relationships between LA’s BEST program attendance and cognitive gains of LA’s BEST students. Journal for Educational Research Online, 6(3), 34–53.

 

Huang, D., La Torre Matrundola, D., & Seth, L. (2014). Identification of Key Indicators for Quality in Afterschool Programs. International Journal for Research on Extended Education, 1(2), 20–44.

             

 Huang, D., Goldschmidt, P., & La Torre Matrundola, D. (2014). Examing the Long-Term Effects of Afterschool Programming on Juvenile Crime: A Study of the LA´s BEST Afterschool Program. International Journal for Research on Extended Education, 1(2), 113–134.

 

Huang, D., Cho, J., Mostafavi, S., & Nam, H. (2008). What Works? Common Practices in High Functioning Afterschool Programs Across the Nation in Math Reading, Science, Arts, Technology, and Homework- A Study by the National Partnership for Quality Afterschool Learning. Los Angeles.

             

 Jutzi, M., Schüpbach, M., Frei, L., Nieuwenboom, W., & Allmen, B. von. (2016). Pursuiung a Common Goal: How School Principals and After-school Directors Perceive Professional Culture of Collaboration. International Journal for Research on Extended Education, 4(1).

 

Kielblock, S. (2015). Program Implementation and Effectiveness of Extracurricular Activities: An Investigation of Different Student Perceptions in Two German All-Day Schools. International Journal for Research on Extended Education, 3(2).

             

Klerfelt, A., & Haglund, B. (2014). Presentation of Research on School-Age Educare in Sweden. International Journal for Research on Extended Education, 1(2), 45–62.

 

Schüpbach, M. (2014). Extended education and social inequality in Switzerland: Compensatory effects?: An analysis of the development of language achievement with regard to structural and process-related aspects of social background. Journal for Educational Research Online, 6(3), 95–114.

             

 Stecher, L., & Maschke, S. (2013a). “Out-of-School Education” – A New Chapter in Educational Research? In J. Ecarius, E. Klieme, L. Stecher, & J. Woods (Eds.), Extended Education – an International Perspective. Proceedings of the International Conference on Extracurricular and Out-of-School Time Educational Research, Nov. 2010, Giessen University (1st ed., pp. 11–26). Opladen, Farmington Hills, MI: Barbara Budrich.

 

Stecher, L., & Maschke, S. (2013b). Research on Extended Education in Germany - A General Model with All-Day Schooling and Private Tutoring as Two Examples. International Journal for Research on Extended Education (IJREE), 1(1), 31–52.

 

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