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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.
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