Academic literature on the topic 'In-and-out of school learning'
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Journal articles on the topic "In-and-out of school learning"
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.
Full textNoonan, 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.
Full textRahayu, 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.
Full textPower, 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.
Full textHawrot, 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.
Full textAndersson, 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.
Full textFűz, 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.
Full textJaniuk, 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.
Full textResnick, 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.
Full textResnick, 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.
Full textDissertations / Theses on the topic "In-and-out of school learning"
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.
Full textAnfang 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
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.
Full textJohnston, 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/.
Full textPetrie, 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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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.
Full textYang, 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/.
Full textHuo, 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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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.
Full textIn 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.
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.
Full textAt 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
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.
Full textBooks on the topic "In-and-out of school learning"
Organisation for economic co-operation and development. Quality time for students: Learning in and out of school. Paris: OECD, 2011.
Find full textGainer, Jesse. Literacy remix: Bridging adolescents in and out of school literacies. Newark, DE: International Reading Association, 2010.
Find full textDiane, Lapp, ed. Literacy remix: Bridging adolescents in and out of school literacies. Newark, DE: International Reading Association, 2010.
Find full textGainer, Jesse. Literacy remix: Bridging adolescents in and out of school literacies. Newark, DE: International Reading Association, 2010.
Find full textGirls' literacy experiences in and out of school: Learning and composing gendered identities. New York, NY: Routledge, 2012.
Find full textCouper, 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.
Full textBunn, 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.
Full textBiesta, Gert J. J. Learning Democracy in School and Society. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-512-3.
Full textMarshall, 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.
Full textLearning in and out of school: The selected works of John MacBeath. Milton Park, Abingdon, Oxon: Routledge, 2012.
Find full textBook chapters on the topic "In-and-out of school learning"
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.
Full textSimpson, 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.
Full textRajala, 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.
Full textZhai, 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.
Full textTal, 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.
Full textMartinez, 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.
Full textZhai, 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.
Full textŞeker, 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.
Full textFitzSimons, 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.
Full textErstad, 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.
Full textConference papers on the topic "In-and-out of school learning"
"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.
Full textMutisya, 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.
Full textAluko, 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.
Full textByun, 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.
Full textGröger, 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.
Full textCorson, 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.
Full text"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.
Full textZulu, 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.
Full textThaba-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.
Full textCulbertson, 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.
Full textReports on the topic "In-and-out of school learning"
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.
Full textAllier-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.
Full textWatson, Sophie. Student activism: Learning through doing. NZCER, May 2022. http://dx.doi.org/10.18296/rep.0020.
Full textRosen, 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.
Full textKelly, Christine. Investigating school quality and learning outcomes among adolescents in Malawi. Population Council, 2011. http://dx.doi.org/10.31899/pgy12.1045.
Full textAdeniran, 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.
Full textLim, 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.
Full textCampoli, 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.
Full textKaffenberger, 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.
Full textChegwin, 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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