From childhood to adolescence, young people are enrolled in various public or private forms of educational arrangements outside regular school lessons. These activities can be summarized by the term extended education. The volume provides an overview of extended education in multiple nations around the world. Different models, policies, methods, and research findings are discussed from an international point of view. Children 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 activities at all-day schools or leisure time centres. 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. The volume aims at three main aspects: Firstly, it explores major characteristics of extended education as an emerging research field, defines what this research field is (and is not), and points to areas/nations/regions where we know very little about extended education. Secondly, the volume provides a potential framework for future cross-national research (collaborative and comparative research) on extended education we are lacking so far. And thirdly, the volume sheds light on the national and international features of extended education and suggests future developments in this field of education. The volume focuses on childhood and adolescence (through secondary education, including college students), though some lifelong implications are discussed as well. It encompasses 18 articles which cover extended education in 12 different countries around the globe.

Auf der Basis von - fur Nordrhein-Westfalen reprasentativen - Studien legt dieser Band das Innenleben von Schule aus der Perspektive von SchulerInnen der 4. bis 12. Jahrgangstufe frei. In Befragungen, Gruppendiskussionen und Aufsatzen wird in den Blick genommen, wie die SchulerInnen Schule erleben, was ihnen am Schulleben gefallt und worunter sie in der Schule leiden, was man als SchulerIn tun muss, um in der Klasse beliebt zu sein, welche Emotionen sich mit dem Lernen verbinden und welche Strategien SchulerInnen im Laufe ihres schulischen Lebens ausbilden, um gut durch die Schule zu kommen.