Relevant bibliographies by topics / In-and-out of school learning

Academic literature on the topic 'In-and-out of school learning'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "In-and-out of school learning"

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Bolat, Yavuz. "OUT-OF-SCHOOL LEARNING AND SCALE OF REGULATING OUT-OF-SCHOOL LEARNING: VALIDITY." International Journal of Education Technology and Scientific Researches 5, no. 13 (January 1, 2020): 1630–63. http://dx.doi.org/10.35826/ijetsar.258.

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Noonan, James. "In Here, Out There: Professional Learning and the Process of School Improvement." Harvard Educational Review 84, no. 2 (June 13, 2014): 145–61. http://dx.doi.org/10.17763/haer.84.2.3qh5661426wn4356.

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In this article, James Noonan uses portraiture to examine how the administrative team and the teachers at a small, urban middle school approach school improvement. He illustrates the ways in which the pressures associated with attempting school reform in our current high-accountability environment make it difficult for school personnel to engage in the deep learning that transformative change requires. Noonan finds that at Fields Middle School, district-initiated redesign is built around an expansive view of learning that embraces uncertainty, collaboration, and reflection as catalysts for broad and sustained school improvement. He illuminates school transformation efforts that hinge on adult learning and an understanding of schools as learning organizations, in contrast to reform efforts that adopt linear and hierarchical views of teaching and learning.
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Rahayu, Esti, and Shuki Osman. "Riding Out the Storm: Out-of-Field Teaching Practice in Indonesia." Humaniora 10, no. 2 (August 13, 2019): 161. http://dx.doi.org/10.21512/humaniora.v10i2.5628.

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As out-of-field teachers existence led to change in teachers, this research aimed to explore their commitment to learning and teaching, and how their schools supported them. Five Indonesian teachers who started teaching as out-of-field teachers and their school leaders were interviewed for this research. The qualitative case study was employed to explore the problem through interviews, classroom observations, and document analysis. The findings reveal that the initial commitment to teaching, learning, and growing is an investment for further actions throughout the teaching practice. The schools provide necessary assistance through the induction and during their in-service in the provided and requested professional learning, being trusted and acknowledged by school leaders, and having resourceful colleagues. From their schools’ support, the out-of-field teachers become more knowledgeable and remain as teachers for an extended time.
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Power, Sally, Chris Taylor, Gareth Rees, and Katie Jones. "Out‐of‐school learning: variations in provision and participation in secondary schools." Research Papers in Education 24, no. 4 (December 2009): 439–60. http://dx.doi.org/10.1080/02671520802584095.

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Hawrot, Anna. "Out-of-school learning assistance in adolescence." Educational Psychology 38, no. 4 (October 19, 2017): 513–34. http://dx.doi.org/10.1080/01443410.2017.1392006.

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Andersson, Christian, and Per Johansson. "Social stratification and out-of-school learning." Journal of the Royal Statistical Society: Series A (Statistics in Society) 176, no. 3 (November 1, 2012): 679–701. http://dx.doi.org/10.1111/j.1467-985x.2012.01063.x.

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Fűz, Nóra. "Out-of-School Learning in Hungarian Primary Education: Practice and Barriers." Journal of Experiential Education 41, no. 3 (February 20, 2018): 277–94. http://dx.doi.org/10.1177/1053825918758342.

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Background: In recent years interest has increased in the role of out-of-school learning (OSL) in improving science education and students’ motivation toward learning. In Hungary, however, little is known about the practice and outlook of OSL. Purpose: This study explored (a) how Hungarian primary schools use OSL places (including the location, frequency, and motivation of the visits), (b) the overall attitudes toward OSL, and (c) whether any obstacles to OSL exist that schools need to overcome. Methodology/Approach: We used a large-scale online survey collecting data from a total of 4,861 respondents, which identified the parameters of OSL programs organized by primary schools. Findings/Conclusions: Results reveal that schools follow the recommendations of the National Core Curriculum on OSL, but such programs only occasionally take place, even though the majority of respondents expressed the desire for increased frequency. The main reasons for the low prevalence of OSL activities are difficulties with financial arrangements and fitting them into the syllabus. Implications: Further research should focus on how to overcome barriers to OSL to take the intention of the respondents into consideration.
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Janiuk, Ryszard M. "USEFULNESS OF OUT-OF-SCHOOL LEARNING IN SCIENCE EDUCATION." Journal of Baltic Science Education 12, no. 2 (April 25, 2013): 128–29. http://dx.doi.org/10.33225/jbse/13.12.128.

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Out-of-school learning has been playing an increasingly important role in science education. It can be implemented in various ways and encompasses learning activities that take place outside normal lessons reserved for compulsory education. This form of education is typically not coordinated by the school itself and young people take part in it voluntarily. It resembles “outdoor education”, which is, however, more closely linked with meeting aims stemming from formal education. Since the learning activities used in both forms of education are similar, very often solutions and experiences in one form are transferred to the other. Educators from many countries have shown considerable interest in out-of-school learning for many years. It is recommended in official documents concerning formal education and by organisations dealing with science education. Already in 1996, the National Science Education Standards, which are a set of guidelines for science education in primary and secondary schools in the United States, emphasised the importance of this method of expanding and supplementing students’ knowledge. Similarly, the materials for teachers accessible on the website of the Association for Science Education in the UK contain several useful tips concerning the use of out-of-school learning in science education.
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Resnick, Lauren B. "The 1987 Presidential Address: Learning in School and out." Educational Researcher 16, no. 9 (December 1987): 13. http://dx.doi.org/10.2307/1175725.

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Resnick, Lauren B. "The 1987 Presidential Address Learning In School and Out." Educational Researcher 16, no. 9 (December 1987): 13–54. http://dx.doi.org/10.3102/0013189x016009013.

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Dissertations / Theses on the topic "In-and-out of school learning"

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Streller, Matthias. "The educational effects of pre and post-work in out-of-school laboratories." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-192707.

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Since the 1980’s, education had to face various challenges such as new technologies, new ways of information gathering but also a reconsideration of conventional educational approaches. As a result, more emphasis has been placed on laboratory work in school science. In many industry nations, this trend was likewise bolstered by unexpected poor results in international comparative assessments (e.g. PISA, TIMSS), as well as students’ poor perception of science and, in relation to that, negative effects on career choices. To combat this growing trend, in Germany many out-of-school science laboratories were established in the recent years to foster interest in science. However, despite their positive temporary effects, approaches to increase effects or to develop long term positive changes are in demand. This research investigates how the out-of-school laboratory effects are affected by a preparation and post enhancement based upon previous studies. Therefore, an online portal was developed which provided cognitive and affective content in order to prepare and post enhance students for their visit in an out-of-school laboratory. The research-based study was aimed at students from grade 10 of lower and upper secondary level who perform one-day experimental activities at the out-of-school laboratory located at the Helmholtz-Zentrum Dresden-Rossendorf research center. In doing so, a comparative analysis was conducted between students who used the online portal and control group members who just regularly visited the laboratory without a special preparation or post enhancement. The evaluation follows a pre, post, and follow-up approach. Based on the results of this research, it could be confirmed that the online portal, as a tool to prepare and post enhance students, had a significant impact. Moreso, students’ situational interest was positively promoted through the online portal. This also applied for related features, like students’ self-concept as well as their perceptions of the out-of-school laboratory environment and even slight effects on their individual interest. As it turned out regarding the desired situational interest, females benefitted most. However, again most results suggest that evoked effects diminish over time. Even though this likely can be traced back to the characteristics of the post enhancement of the online portal, outcomes regarding students’ interest in science and a career in physics indicate the post enhancement’s ability to ensure sustainability. Within the sample three classes were identified based on their interests. Accordingly, for all classes’ members the portal fosters their situational interest. This especially applies for less scientific interested students. Assessments on the portal’s perception by the students revealed a high degree of willingness to prepare for the laboratory visit and to spend the time required. A large majority appreciated the online portal for their laboratory work. An extended preparation, like presented in this study, is still regarded as acceptable to the students. Nevertheless, a compulsory preparation and post enhancement is highly recommended. On the whole, it can be concluded that the online portal respectively a preparation and post enhancement is beneficial for activities out-of-school
Anfang der 1980er-Jahre ergaben sich im Bildungssektor eine Reihe von Herausforderungen, die im Zusammenhang mit neuen Technologien, neuen Wegen des Informationsaustausches, aber auch des Hinterfragens traditioneller Bildungsansätze standen. Im Ergebnis dessen kam der experimentellen Arbeit im naturwissenschaftlichen Unterricht eine stärkere Rolle zu. Unerwartet schwache Ergebnisse internationaler Vergleichsstudien (z.B. PISA, TIMSS) sowie ein schlechtes Image der Naturwissenschaften und damit einhergehende negative Auswirkungen auf die Kurs- und Berufswahl verstärkten diesen Trend in vielen Industrienationen. Vor diesem Hintergrund und mit dem Ziel, Interesse an Naturwissenschaften zu fördern, wurden in Deutschland in den vergangenen Jahren zahlreiche Schülerlabore etabliert. Trotz der Tatsache, dass die Einrichtungen positive Effekte erzielen, sind diese teilweise gering oder schwächen mit der Zeit ab. Wie bisherige Studien vermuten lassen, scheint die Vor- und Nachbereitung von Veranstaltungen im Schülerlabor eine Lösung hierfür zu bieten. Anhand der vorgestellten Studie soll dies untersucht werden. In diesem Zusammenhang wurde ein Online-Portal für Schülerinnen und Schüler entwickelt. Basierend auf kognitiven und affektiven Inhalten bietet es Teilnehmern die Möglichkeit, ihren Schülerlaborbesuch vor- und nachzubereiten. Die Studie richtete sich an Schüler ab der 10. Klasse der Sekundarstufe 1 und 2, die einen Experimentiertag im Schülerlabor DeltaX am Helmholtz-Zentrum Dresden-Rossendorf absolvierten. Dabei wurden in Form einer Vergleichsstudie Teilnehmer mit und ohne Nutzung des Online-Portals gegenübergestellt. Die entsprechenden Daten der Untersuchung wurden durch eine Fragebogenerhebung im Pre-Post-Follow-up-Design erhoben. Die Ergebnisse der Studie bestätigen den signifikanten Einfluss des Online-Portals. So zeigen sich durchaus positive Effekte hinsichtlich der Entwicklung des aktuellen Interesses der Schülerinnen und Schüler. Gleiches gilt auch im Hinblick auf verwandte Konstrukte wie das Fähigkeitsselbstkonzept, die wahrgenommenen Merkmale der Laborumgebung und auch abgeschwächt für dispositionale Interessen. Bezogen auf die angestrebte Förderung des aktuellen Interesses zeigte sich, dass vor allem Schülerinnen profitieren. Allerdings ließ sich für die meisten der hervorgerufenen Effekte ein Absinken im Verlauf der Zeit erkennen. Möglicherweise ist das auf die Umsetzung der Nachbereitung im Rahmen des Online-Portals zurückzuführen. Die Ergebnisse lassen die Vermutung zu, dass die Nachbereitung bezüglich des Interesses an Naturwissenschaften und an einem physikalischen Beruf das Potenzial besitzt, mehr Nachhaltigkeit hervorzurufen. Um Vorinteressen der Teilnehmer zu berücksichtigen, konnten drei unterschiedliche naturwissenschaftliche Interessensklassen identifiziert werden. Es stellte sich heraus, dass die Entwicklung des aktuellen Interesses aller drei Interessenklassen durch das Online-Portal gefördert wird. Dies gilt vor allem für die gering naturwissenschaftlich interessierten Schülerinnen und Schüler. Untersuchungen, die sich auf das Online-Portal selbst bezogen, offenbarten zum einen ein hohes Maß an Bereitschaft, sich auch mit dem dafür notwendigen zeitlichen Aufwand auf den Experimentiertag im Schülerlabor vorzubereiten. Zum anderen schätzt die breite Mehrheit der Teilnehmer das Online-Portal für ihre Arbeit im Schülerlabor. Selbst eine umfangreichere Vorbereitung wird von den Schülerinnen und Schülern als akzeptabel betrachtet. Es wird dennoch dazu geraten, die Vor- und Nachbereitung obligatorisch durchzuführen. Insgesamt zeigen die Ergebnisse dieser Studie den positiven Einfluss des Online-Portals bzw. der Vor- und Nachbereitung auf außerschulische Aktivitäten
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Al-Mahdi, Osama Mahdi. "Home School Relationships and Mathematics Learning In- and Out-of-School : Collaboration for change A Qualitive Case Study in a Bahraini Primary School." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499878.

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Johnston, Glenn T. "Teenager's doing history out-of-school: An intrinsic case study of situated learning in history." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6090/.

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This intrinsic case study documents a community-based history expedition implemented as a project-based, voluntary, out-of-school history activity. The expedition's development was informed by the National Education Association's concept of the intensive study of history, its structure by the history seminary, and its spirit by Webb's account of seminar as history expedition. Specific study objectives included documentation of the planning, implementation, operation, and outcomes of the expedition, as well as the viability of the history expedition as a vehicle for engaging teenagers in the practice of history. Finally, the study examined whether a history expedition might serve as a curriculum of identity. Constructivist philosophy and situated learning theory grounded the analysis and interpretation of the study. Undertaken in North Central Texas, the study followed the experiences of six teenagers engaged as historians who were given one year to research and write a historical monograph. The monograph concerned the last horse cavalry regiment deployed overseas as a mounted combat unit by the U.S. Army during World War II. The study yielded qualitative data in the form of researcher observations, participant interviews, artifacts of participant writing, and participant speeches. In addition, the study includes evaluations of the historical monograph by subject matter experts. The data indicate that participants and audience describe the history expedition as a highly motivational experience which empowered participants to think critically, write historically, and create an original product valuable to the regiment's veterans, the veterans' families, the State of Texas, and military historians. The study supports the contention of the National Education Association that the intensive study of history can be beneficial both to expedition participants and to their community. The assertion that engaging teenagers as researchers within a discipline serves as a curriculum of identity was supported in the study as well. The study underscored the importance of oral history as a gateway for learning about modern history.
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Petrie, Linda Lou Harrison. "In Their Own Words: Individuals with Learning Disabilities, Dropping Out and Graduating From A Rural High School." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/27023.

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This post hoc study examines the reasons attributed to graduating from or dropping out of a rural high school in southwestern Virginia by four white males identified as learning disabled. Through participant interviews supported by archival data and essential informant interviews, a picture emerges of an ongoing process in which interactions with adults play critical roles. All four participants described psychosocial events, which led to a chain of events in which adults played decisive roles. It is within these chains of events that decisions were made either with the participant or for the participant by an adult. Two of the participants graduated from and two dropped out of high school. Each participant of this study describes himself as an individual with unique characteristics, relationships, and responses to psychosocial events. The psychosocial events and the resulting chain of events as described by the participants, could not have been anticipated. The participants' interactions with adults in regards to the psychosocial events could not have been scripted. Finally, the participants' interpretation of the adult interactions and the participants' resulting responses could not have been foreseen. Additionally, the participants in this study did not perceive the interactions as the adults perceived them. Previous researchers have designed studies to examine dropout data for the purposes of generalization, early identification and predictions. Future researchers may want to approach the dropout dilemma from each student's perspective.
Ed. D.
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Sarafian, Karen Marie. "What's Next? Improving an Out-of-School-Time Program for Social-Emotional Learning in an Elementary School." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3688.

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Today’s elementary school students face myriad traumatic issues including poverty, violence, physical and emotional abuse, homelessness, and parental substance abuse. These adverse childhood experiences are responsible for an increased risk of academic failure and behavioral problems in childhood, adolescence, and into adulthood. Social-emotional learning (SEL) programs, provided through school and community partnerships, attempt to address these needs in both school-based and out-of-school-time (OST) learning settings. The purpose of this action research study was to examine one northern California-based nonprofit organization’s OST SEL program for third through fifth grade students and determine actions and interventions for greater program effectiveness. Students, parent/guardians, site administrators, school-staff, and community members engaged in focus groups, completed surveys, participated in validation groups, and acted as research associates throughout the iterative plan, act, observe, reflect action research cycle conducted during the winter of 2020. Qualitative data from focus group meetings included identified themes from authenticated and coded transcripts while quantitative data included descriptive statistical analysis of pre-program and end-of-program surveys. As the lead researcher for the study, I worked with action research participants to make program modifications and identify new actions for program improvement. Based on themes and data trends, as well as the application of self-determination theory’s basic psychological needs theory, findings demonstrate that student self-management skills improved during the 4-week action research cycle, as did their sense of autonomy, competence, and relatedness. At the same time, findings suggest additional growth opportunities in the areas of responsible decision-making and program improvement through development and implementation of integrated and universal SEL supports in classrooms, schools, families, and the larger community. Linking the literature to these findings, recommendations for future action research cycles include age and developmental considerations regarding instruction and application of responsible decision-making skills, and integration of all five SEL competencies for greater harmonization of emotion and thought. To that end, the nonprofit organization’s educational design team and I have begun redesigning the curriculum. Program modifications address child development of perceptual and higher-level memory and cognitive skills, and intentional integration of instruction and practice in all five SEL competencies throughout each program module. Teaching, combined with real-time application of planning and decision-making skills, will include opportunities for active role-playing, adult guidance, and experiences in which students learn and grow from mistakes. In addition to student program modifications to build responsible decision-making skills, literature supports the call for universal SEL in the form of partnerships between schools, families, and community organizations for resource coordination resulting in more positive youth outcomes. Again working with the educational design team, the nonprofit organization and I have taken initial steps to establish a city wellness task force, bringing together a diverse group of stakeholders to partner in wellness for children and families in the community. We also continue to iterate as we develop a community of practice for educators, focused on building SEL knowledge and practice. By focusing on continuous improvement through an ongoing action research process, this study not only serves as an opportunity to celebrate successes, but highlight growth opportunities to advance the work of the northern California-based nonprofit organization and its programs. Utilizing study findings in combination with supporting literature, we are taking immediate action towards more positive outcomes for those we serve. This study also provides tools and guidance for other community partners in their design and implementation of effective SEL programs for the social and emotional well-being of elementary school students and families, and the communities in which they live.
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Yang, Yang. "Social software supported children's education out of school : informality and transition of learning." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/11861/.

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This thesis is motivated to harness UK children’s enthusiasm and energy on using social software to connect with each other. The overarching research aim of this thesis is to investigate how social software can cultivate children aged 11 – 14 as a community of learners out of school, in order to support their education. Two key issues: informality of out-of-school learning and transitions of learning practices across home and school, are identified as research challenges. Community of Practice is proposed as the theoretical construct to open up and provide useful coverage to respond to these two challenges. In five case studies, various methodologies are utilised to investigate the actual uses that children make of social software as well as to explore the networked dynamics within a community that mediate the fate of technology. First, UK children’s use of a nationwide homework message board in two subjects: Maths and English is investigated. Findings suggest that seeking for help is the prevailing concern expressed by the children, when they confront their private study out of school. A strong emotional tone is evoked in the board, which sustains children’s co-participation as a community. Second, whether and how an online whiteboard can support children’s GCSE Maths exam revision with a teacher during out-of-school hours is explored. Findings shed light on the difficulty in nurturing a community of learners through social software and .the role of a teacher’s online presence out of school. The third study explores how a group of students and a teacher are cultivated as a learning community across classroom (physical) and a social networking site (virtual). Findings suggest that the informality of socio-emotional chat, content production and identity construction helps to identify the non-academic dimension of being a learner within a community. In order to cultivate a learning community, it is suggested that children should be supported to form a community that will function better in the class rather than just being put into continuous tuition hours with extra teacher support out of school. Findings also discover the benefit to access a teacher via multiple communication channels. Furthermore, in an attempt to illuminate the underlying networked dynamics in a social software-supported community, Chinese children using a homework message board is investigated. Findings suggest that the specific emotional tone revealed in the UK message board is related to the UK children’s particular perspectives in learning and knowledge. Finally, interviews with two cultural groups of children: English and Chinese are conducted, in which the children mapped their in-school and out-of-school activities and their personal preferences of technologies. Findings suggest that the fate of a supportive technology must be judged with a firm grasp of the learning culture that it is implemented.
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Huo, Qian, and 霍茜. "Gender difference in perception and adoption of technology to enhance second language learning out-of-school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198875.

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Current research has identified various cases of gender difference in perception and adoption of technology in general and language learners’ use of technology for second language learning. To understand these differences, this study investigated the use of technology out-of-class to enhance their second language learning of the students in a Chinese high school in Chengdu, Sichuan. It was showed that males and females have some differences in using technology for affection regulation, technology for culture regulation, technology for metacognition regulation and technology for resource regulation. In addition, this study unraveled the factor of family background that influenced students’ perception and selective use of technology in second language learning.
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Jones, Christopher M. "Out of Isolation and Into Collaboration| Sustaining the Work of Professional Learning Communities in a Secondary School." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589390.

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In the 21st century, increased school accountability has sharpened the focus of school and district leaders on improving instructional practice to raise student achievement. The implementation of professional leaning communities (PLCs) is one improvement effort in which schools establish collaborative cultures focused on increasing student learning outcomes. Leaders who build learning organizations and implement PLCs in their buildings have the opportunity to create and sustain a context for change and continuous improvement.

This study sought to discover how one high school principal sustains a context for continued improvement through PLCs using case study methodology. Schools comprised of PLCs allow educators to grapple with the unique needs of their children in their specific contexts. The problem is that there is limited literature and research to indicate how leaders sustain PLCs over time. The knowledge of how to sustain learning and improvement over time is needed to facilitate leaders in moving their schools into cultures of collaboration, which is a marked difference from the past 200 years. Therefore, the overarching research question of this study was: How do administrators, teachers, and PLC leaders in a school that has developed and implemented PLCs, sustain a context for continuous improvement?

Using a 360-degree analysis of the case study school, three major findings emerged from this study: the PLCs in a learning organization operate at various phases of PLC development, making the change process to develop, implement, and sustain the work of continuous improvement through PLCs fluid, dynamic, and complex; there are 10 strategies for sustaining the work of PLCs that contribute to the success of effective and mature PLCs to sustain continuous improvement and are therefore instructive in nature; and, the work in the Developing and Implementing phases is critical to the success of PLCs and their ability to sustain a context of continuous improvement.

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Nilsson, Folke Jenny. "Lived transitions : experiences of learning and inclusion among newly arrived students." Doctoral thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-136353.

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This thesis explores how newly arrived students experience conditions for learning and inclusion in their lived transitions within the Swedish school system. The thesis deploys an ethnographic approach combining interviews with participant observation. The data comprise interviews with 22 students at three points in time and three cycles of participant observation over the course of 15 months (in three municipalities of different sizes). Deploying the concept of post-migration ecology, Study I maps the structural conditions that the educational landscape offers newly arrived students after migration to Sweden. The findings point to the emergence of a parallel school system through which the newly arrived students’ individual needs risk being overlooked. Study II uses a sociocultural perspective to compare the pedagogical and social resources offered in introductory and regular classes, concluding that introductory classes are characterised by weak challenges and strong support, whereas the opposite is true for regular classes. From a critical phenomenological perspective, Study III focuses on the individual students’ embodied experiences of being out of line in school (in a Swedish monolingual school setting). Paradoxically, the separate introductory class in this setting apparently offers a sense of inclusion, whereas the regular class is related to student experiences of exclusion. Study IV analyses temporal aspects of the students' lived transition to upper secondary school. Drawing on a phenomenology of blockage, it documents how extended periods in introductory programmes create a disjunction between the students' imagined and lived school careers. In brief, through analyses that encompass organisational and structural conditions, as well as lived experience, this thesis shows that the lived transitions of newly arrived students can be understood as instances of parallel school lives, a discontinued past and a postponed future.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.


Newly arrived children and learning - a cross-disciplinary study on the learning conditions for newly arrived children in Swedish schools
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Johnston, Glenn T. Laney James Duke. "Teenagers doing history out-of-school an intrinsic case study of situated learning in history /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6090.

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Books on the topic "In-and-out of school learning"

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Organisation for economic co-operation and development. Quality time for students: Learning in and out of school. Paris: OECD, 2011.

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Gainer, Jesse. Literacy remix: Bridging adolescents in and out of school literacies. Newark, DE: International Reading Association, 2010.

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Diane, Lapp, ed. Literacy remix: Bridging adolescents in and out of school literacies. Newark, DE: International Reading Association, 2010.

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Gainer, Jesse. Literacy remix: Bridging adolescents in and out of school literacies. Newark, DE: International Reading Association, 2010.

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Girls' literacy experiences in and out of school: Learning and composing gendered identities. New York, NY: Routledge, 2012.

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Couper, Llyween, and Dean Sutherland, eds. Learning and Connecting in School Playgrounds. Abingdon, Oxon; New York, NY : Routledge, 2018.: Routledge, 2019. http://dx.doi.org/10.4324/9781351130912.

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Bunn, P. Bruce Uhrmacher Kristen E. Learning Democracy in School and Society. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-287-0.

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Biesta, Gert J. J. Learning Democracy in School and Society. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-512-3.

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Marshall, Gail, and Yaacov Katz, eds. Learning in School, Home and Community. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35668-6.

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Learning in and out of school: The selected works of John MacBeath. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Book chapters on the topic "In-and-out of school learning"

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Sefton-Green, Julian. "Outing the “out” in out-of-school." In Learning Beyond the School, 193–208. Abingdon, Oxon; New York, NY: Routledge, [2018] |: Routledge, 2018. http://dx.doi.org/10.4324/9781315110318-12.

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Simpson, Anthony. "Learning Sex In and Out of School." In Boys to Men in the Shadow of AIDS, 37–60. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620711_3.

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Rajala, Antti, Kristiina Kumpulainen, Jaakko Hilppö, Maiju Paananen, and Lasse Lipponen. "Connecting Learning across School and Out-of-School Contexts." In Learning across Contexts in the Knowledge Society, 15–35. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-414-5_2.

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Zhai, Junqing. "Botanic Gardens as Teaching and Learning Environments." In Teaching Science in Out-of-School Settings, 7–16. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-591-4_2.

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Tal, Tali. "Out-of-School: Learning Experiences, Teaching and Students’ Learning." In Second International Handbook of Science Education, 1109–22. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9041-7_73.

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Martinez, Jaime E. "A History of Learning in and Out of School." In A Performatory Approach to Teaching, Learning and Technology, 17–32. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-666-3_2.

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Zhai, Junqing. "A Sociocultural Perspective of Teaching and Learning in Formal and Informal Science Settings." In Teaching Science in Out-of-School Settings, 17–35. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-591-4_3.

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Şeker, Hasan. "In/Out-of-School Learning Environment and SEM Analyses Usage Attitude Towards School." In Application of Structural Equation Modeling in Educational Research and Practice, 135–67. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-332-4_7.

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FitzSimons, Gail E. "Learning Mathematics In and Out of School: A Workplace Education Perspective." In Advances in Mathematics Education, 99–115. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15410-7_5.

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Erstad, Ola. "Ubuntu and bildung in Olso and Zanzibar." In Learning Beyond the School, 61–78. Abingdon, Oxon; New York, NY: Routledge, [2018] |: Routledge, 2018. http://dx.doi.org/10.4324/9781315110318-5.

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Conference papers on the topic "In-and-out of school learning"

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"Feasible Ways to Personal Meaning Mapping in Out-Of-School Contexts?" In 18th European Conference on e-Learning. ACPI, 2019. http://dx.doi.org/10.34190/eel.19.147.

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Mutisya, Sammy. "Increasing Maasai Girls’ Primary School Completion Rate and Transition Rate to Secondary School through a Community Based Learning Support System." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8836.

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This is project is designed using Commonwealth of Learning small grant. The project is to be implemented among indigenous Maasai ethnic groups of Kenya. Girl’s participation in education is a major concern among the Maasai Community of Kenya. Kenya government has given adequate attention on school enrollment and 100% transition to secondary school. However, out of all the girls that enroll in primary schools annually only 15% proceeds to secondary school. The goal of the project is to develop an out-of-school community based learning support system that ensures out-of-school primary school girls continue learning and those who dropout are reintegrated back to primary school at their rightful progression grade level. The learning support system utilizes gender responsive pedagogies in teaching and learning processes. The expected results is Community Based Learning Support System for out-of-school Maasai girls that pays attention to the specific learning needs of girls and boys.
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Aluko, Folake Ruth, and Mays, Tony Mays, Tony. "Promoting Equity and Inclusion: The Dire State of Out-of-School-Children in African Commonwealth Countries." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5400.

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As part of Commonwealth of Learning’s (COL) strategic plan from 2021 to 2027, its open schooling portfolio focuses on children/youths in need of schooling opportunities in sub-Saharan Africa. This category of children is referred to as Out-of-School-Children (OOSC), depicting children/youth excluded from education, which makes up about one-sixth of the global population of this age group. This study reports on COL's commissioned project in the African Commonwealth countries, with a special emphasis on girls to help it to better focus its efforts. The study was undertaken in two phases. Data analysis involved simple descriptive statistics and transcription of recorded interviews, the identification of themes and sub-themes and coding. Both findings were triangulated. Generally, the findings show common threads, for instance, gender inequality that pervades the data, with the female gender being at a disadvantage in most of the countries. Given the multi-layered challenge of OOSC, recommendations were made on school enrolments and persistence among primary and secondary school children, ICT-in-education, disabilities, the marginalised, teenage pregnancy, and climate change education. In collaboration with education experts, COL looks forward to developing interventions to address the matter of OOSC in member countries.
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Byun, Soo-yong. "Learning Outside of School Walls: Rural-Nonrural Differences in Out-of-School Academic Instruction." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578763.

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Gröger, Martin, and Barbara Schäfer. "CONNECTING STEM WITH SOCIOSCIENTIFIC ISSUES IN OUT OF SCHOOL LEARNING AND COOPERATION WITH NATURE PARKS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0374.

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Corson, Jordan. "Creating Conditions for Out-of-School Learning in Singapore and New York City." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572216.

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"Strategies for Brokering Future Learning Opportunities in an Out-of-School STEM Program for Middle School Girls." In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2019. http://dx.doi.org/10.1109/respect46404.2019.8985762.

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Zulu, Charles William. "Educating Girls: A Critical Analysis of the Impact of Keeping Girls in School Initiative, Petauke, Zambia." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5815.

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In 1997, the Minister of Education in Zambia then, Dr. S. Siyamujaye announced that schoolgirls who become pregnant would no longer be expelled. The girls who had been expelled in that year were allowed to return to school. The directive showed serious commitment towards the education of girls. Hence, the Re-Entry Policy mandates schools to allow girls who fall pregnant or left school due to early marriages back into school system (MOE,1997). // Further, in the pursuit to educate girls, the Government of the Republic of Zambia is working with cooperating partners to eradicate the vices and borrowed funds from World Bank in 2016 to support the ‘Girls' Education and Women's Empowerment and Livelihood. Through ‘Keeping Girls in School (KGS) initiative’ the government has been providing bursaries to girls whose parents/guardians were identified to be vulnerable and who were beneficiaries of the Social Cash Transfer Programme. // The project objective is to support the Government of Zambia to increase access to livelihood support for women and access to secondary education for underprivileged adolescent girls in extremely poor households in selected districts, and Petauke is among the benefiting districts in Zambia. // Despite all these efforts to educate the girl-child, mitigate teenage pregnancies and child marriages, the ministry has continued receiving reports of dropouts due to covid-19, high poverty levels, tradition and culture, teenage pregnancies and early marriages. // The findings revealed that the KGS initiative has positively impacted on girls’ education as Memory Lungu, a learner at Petauke Boarding Secondary School states, “The KGS initiative is good. This is because some of us, our parents cannot manage to pay for us in school. The Government is helping us through KGS and we are grateful” (MOGE Magazine 2021). // The investigation involved 32 out of 53 benefiting schools; sampled and interviewed 100 out of 2,767 beneficiaries. The researcher used mixed research methods. Qualitative and quantitative data were collected using the automated google form, one-on-one phone call interviews and also analysed some data using Microsoft excel. // Therefore, in order to keep pregnant dropouts and out-of-school girls in the education process, government should consider investing in open schooling as it provides access to distance and online methods which can support self-directed learning of Girls anytime and anywhere while on maternity leave or out-of-school.
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Thaba-Nkadimene, Kgomotlokoa Linda, and Disego Vincentia Thobejane. "SHIP IN OR OUT: TECHNOLOGY FOR INSTRUCTION, LEARNING AND ASSESSMENT IN SCHOOL LEADERSHIP TRAINING PROGRAMMES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1636.

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Culbertson, Ryan. "Deeper Learning Opportunities and STEM Career Orientation in Out-of-School Time STEM Programs." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690865.

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Reports on the topic "In-and-out of school learning"

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Riedinger, Kelly. Connected Science Learning: Linking In­School and Out-of-School STEM Educators Final Evaluation Report. Corvallis, OR: Oregon State University, 2017. http://dx.doi.org/10.5399/osu/1135.

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Allier-Gagneur, Zoé, and Caitlin Moss Coflan. Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0025.

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Watson, Sophie. Student activism: Learning through doing. NZCER, May 2022. http://dx.doi.org/10.18296/rep.0020.

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What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and ideas about the educational potential of student activism are also discussed.
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Rosen, Jeffrey A., Kesha Hudson, Susan Rotermund, Cheryl Roberts, and Anna-Lisa Mackey. Social Emotional Learning in Middle School: Developing Evidence-Based Programs. RTI Press, July 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0075.2207.

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This article focuses attention on a critical need for more evidence-based social emotional learning (SEL) programs for middle school students. First, we explore the definition of SEL, pointing out how it has evolved as our world has changed. We review key SEL domains and skills and describe universal school-based SEL programming as one approach to fostering students’ SEL competencies. We highlight the ongoing need for evidence-based middle school SEL programs by demonstrating how few programs meet the rigorous What Works Clearinghouse (WWC), Collaborative for Academic, Social, and Emotional Learning (CASEL), and Blueprints standards for evidence. We extend our summary of these programs by noting that even when positive effects have been demonstrated, these effects were often observed in a single domain, such as substance use, or outnumbered by null effects, which undermines efforts to understand program effectiveness. We conclude by considering the unique developmental needs of early adolescents and providing recommendations for the development or refinement of SEL programs that target middle school students.
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Kelly, Christine. Investigating school quality and learning outcomes among adolescents in Malawi. Population Council, 2011. http://dx.doi.org/10.31899/pgy12.1045.

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Adeniran, Adedeji, Dozie Okoye, Mahounan P. Yedomiffi, and Leonard Wantchekon. COVID-19 Learning Losses, Parental Investments, and Recovery: Evidence from Low-Cost Private Schools in Nigeria. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/120.

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About 2 billion children were affected by school closures globally at the peak of the COVID-19 pandemic. This has led to documented learning losses while children were out of school, and an especially precarious future academic path for pupils in developing countries where learning and continued enrolment remain important issues. There is an urgent need to understand the extent of these learning and enrolment losses, and possible policy options to get children back on track. This paper studies the extent of learning losses and recovery in Africa's most populous country, Nigeria, and provides some evidence that a full recovery is possible. Using data from a random sample of schools, we find significant learning losses of about .6 standard deviations in English and Math. However, a program designed to slow down the curriculum and cover what was missed during school closures led to a rebound within 2 months, and a recovery of all learning losses. Students who were a part of the program do not lag behind one year later and remain in school.
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Lim, Delbert, Niken Rarasati, Florischa Ayu Tresnatri, and Arjuni Rahmi Barasa. Learning Loss or Learning Gain? A Potential Silver Lining to School Closures in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/041.

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Indonesian students have lagged behind their global peers since before the COVID-19 pandemic. Given the risk of significant loss and permanence of the phenomenon in low- and middle-income countries, along with the particularly lengthy period of school closure in Indonesia, this paper aims to give an insight into the discussion on student learning progress during school closures. We will present the impact of the closures on primary school students’ achievement in Bukittinggi, the third-largest city on the island of Sumatra and a highly urbanised area. The city has consistently performed well in most education-related measures due to a strong cultural emphasis on education and a supportive government (Nihayah et al., 2020), but has been significantly affected during the pandemic as most students are confined to their homes with very limited teacher-student interaction.
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Campoli, Ayana, and Linda Darling-Hammond. Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute, August 2022. http://dx.doi.org/10.54300/438.376.

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This study looks at the relationship between principals’ learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. It examines both teacher retention and student achievement gains in English language arts and mathematics. It offers a new perspective on the efficacy of professional learning by using detailed data from a large, representative sample of principals directly linked to individual-level information from the teachers and students in their schools.
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Kaffenberger, Michelle. Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock: Actions to (More Than) Mitigate Loss. Research on Improving Systems of Education (RISE), June 2020. http://dx.doi.org/10.35489/bsgrise-ri_2020/017.

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The COVID-19 pandemic has forced 1.7 billion children out of school temporarily. While many education systems are attempting varying degrees of remote learning, it is widely accepted that the closures will produce substantial losses in learning (World Bank, 2020; Kuhfeld et al., 2020). However, the real concern is not just that a few months of learning will be lost in the short run, but that these losses will accumulate into large and permanent learning losses as many children fall behind during school closures and never catch up. This note uses a calibrated model with a “pedagogical production function” (Kaffenberger and Pritchett, 2020) to estimate the potential long-term losses to children’s learning from the temporary shock of school closures. The model shows that without mitigation, children could lose more than a year’s worth of learning even from a three-month school closure as the short-term losses continue to compound after children return to school. Turning to mitigation strategies, the note examines the long-term effects of two strategies, finding that with some mitigation efforts education systems could come back from the crisis stronger than before.
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Chegwin, Valentina, Cynthia Hobbs, and Agustina Thailinger. School Financing in Jamaica: An Exploration of the Allocation of School Resources. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003880.

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Education spending has increased significantly in Latin America and the Caribbean over the last few decades and Jamaica is no exception. The country has prioritized education within its policy agenda, with spending consistently above the regions average for more than 10 years. Despite these efforts, closing existing learning gaps between advantaged and disadvantaged students has remained a challenge. This study examines how resources are allocated to Jamaican schools and explores ways to promote equity through adjustments in education spending. Findings suggest that lower socio-economic schools rely mainly on public funds, while most high socio-economic schools income comes from donations from different sources, which can be used more flexibly. Such contributions are not always quantifiable or consistently described in the MOEYIs registries, which distorts the equitable allocation of public resources. Moreover, the funding formula used by the MOEYI is relatively new and no impact evaluation studies have been carried out to measure if it effectively responds to equitable education opportunities across schools. More information on schools access to and sources of resources would allow the MOEYI to determine more accurately whether the funds allocated to each school are sufficient to meet their real needs.
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