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

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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8

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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9

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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10

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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11

Gu, Xiaoqing, and Hongjin Xu. "Missing Piece in Understanding Student Learning: Out-of-School Computer Use." Journal of Educational Computing Research 57, no. 2 (February 16, 2018): 320–42. http://dx.doi.org/10.1177/0735633118755494.

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Advancements in learning analytics allow teachers to track student learning progress and promote learning by providing necessary intervention and support. Multiple data sources are involved in learning analytics, and the major ones are systems that students use in school. To fully comprehend the progress of student learning, out-of-school learning behaviors should be considered an important part of the academic lives of students. In this study, out-of-school learning behaviors of students, particularly home computer use, were measured using four online behavior indicators of students, which were tracked and collected. The learning performance data of the students were analyzed. Results suggested that the out-of-school computer use behaviors of students, such as mutual follow-up and the sharing of learning experiences, were positively related to their academic performance level, regardless of the age and gender of the students. This study provides insight into what may be the missing piece in understanding student learning, that is, out-of-school computer use. With such insights, learning analytics may be enhanced to improve the understanding of learning without being restricted to schools.

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12

Vorona, Larysa. "Distance learning in out-of-school education institutions." Human Studies. Series of Pedagogy, no. 44 (2021): 30–35. http://dx.doi.org/10.24919/2413-2039.12/44.4.

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13

Jay, Tim. "LOST Opportunities: learning in out-of-school time." Research in Mathematics Education 15, no. 3 (December 2013): 313–17. http://dx.doi.org/10.1080/14794802.2013.830358.

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14

Eshach, Haim. "Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education." Journal of Science Education and Technology 16, no. 2 (December 19, 2006): 171–90. http://dx.doi.org/10.1007/s10956-006-9027-1.

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15

Hill, Kirsten. "Networked Learning Communities and Out of School Hours Learning: two portraits." FORUM 46, no. 1 (2004): 7. http://dx.doi.org/10.2304/forum.2004.46.1.12.

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Abeuova, S. B., D. D. Naushabekova, D. M. Muslimova, E. B. Abeuova, E. K. Tussupbekova, and A. T. Dyussekeyeva. "Application of technology of problem-based learning in the discipline «Methodology of carrying out school chemical experiment»." Bulletin of the Karaganda University. "Chemistry" series 94, no. 2 (June 28, 2019): 81–87. http://dx.doi.org/10.31489/2019ch2/81-87.

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17

Chang, Chun-Yen, Johannes-Geert Hagmann, Yu-Ta Chien, and Chung-Wen Cho. "LEVERAGING EDUCATIONAL PATHWAY TO BRIDGE IN-SCHOOL AND OUT-OF-SCHOOL SCIENCE LEARNING: A COMPARISON OF DIFFERENT INSTRUCTIONAL DESIGNS." Journal of Baltic Science Education 11, no. 3 (September 10, 2012): 275–84. http://dx.doi.org/10.33225/jbse/12.11.275.

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A short look on any science center or science museum website reveals that significant amounts of online educational resources have been developed in recent years. However, how can the non-formal online learning resources of science centers/museums support learning activities inside schools? This study leverages the educational pathway of energy resources, designed by the European Open Science Resources project and the Deutsches Museum, to develop in-school learning activities. This research explores the impact of different instructional approaches incorporating the educational pathway, including the Self-Guided Educational Pathway (SGEP) and Teacher-Guided Educational Pathway (TGEP), on Taiwanese high-school students’ science learning outcomes. The results indicate that the TGEP approach provides students significantly higher knowledge gains than the SGEP approach. Moreover, the TGEP approach significantly maintained students’ positive attitudes toward science learning, museum learning, and online museum learning than did the SGEP approach. The results are discussed in terms of both pedagogical designs and the social culture of Eastern Asia. Key words: educational pathways, online learning resources, learning environments, non-formal learning.

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18

Passey, Don. "Developing Teaching Strategies For Distance (Out‐Of‐School) Learning In Primary And Secondary Schools." Educational Media International 37, no. 1 (January 2000): 45–57. http://dx.doi.org/10.1080/095239800361518.

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19

Hecht, Jeffrey B., and David J. Dwyer. "Structured Computer Learning Activities at School and Participation in Out-of-School Structured Activities." Journal of Research on Computing in Education 26, no. 1 (September 1993): 70–82. http://dx.doi.org/10.1080/08886504.1993.10782078.

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20

Kornienko, A. "Distance learning in institutions of out-of-school education." Theoretical and Methodical Problems of Children and Youth Education, no. 24-1 (2020): 290–99. http://dx.doi.org/10.32405/2308-3778-2020-24-1-290-299.

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21

Wernholm, Marina. "Children’s Out-of-School Learning in Digital Gaming Communities." Designs for Learning 13, no. 1 (May 28, 2021): 8. http://dx.doi.org/10.16993/dfl.164.

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22

Dairianathan, Anne, and R. Subramaniam. "Learning about Inheritance in an Out‐of‐School Setting." International Journal of Science Education 33, no. 8 (August 12, 2010): 1079–108. http://dx.doi.org/10.1080/09500693.2010.494185.

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23

Fordham, Ian. "Out-of-school-hours learning in the United Kingdom." New Directions for Youth Development 2004, no. 101 (2004): 43–74. http://dx.doi.org/10.1002/yd.72.

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24

Gärtner, Simone, and Eleonore A. Heil. "Innerschulische, ernährungsbezogene Lernorte in Zusammenarbeit mit außerschulischen Projektpartnern." Haushalt in Bildung & Forschung 9, no. 2-2020 (June 19, 2020): 60–72. http://dx.doi.org/10.3224/hibifo.v9i2.05.

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Die Initiative „Unser cleveres Esszimmer“ fördert an hessischen Schulen als externer Partner Beratungen durch Expertinnen und Experten in den Bereichen Ernährungsbildung und Schulverpflegung. Durch diese Unterstützung konnten an drei teilnehmenden Schulen innerschulische, ernährungsbezogene Lernorte geschaffen werden. Diese Lernorte leisten einen Beitrag zur formellen und informellen Ernährungsbildung an den Schulen.

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25

Tirza, Juliana. "Constructivism and Teaching-Learning Process in Christian School: Case Study in a Christian School in Tangerang, Indonesia." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 584–90. http://dx.doi.org/10.37200/ijpr/v24i4/pr201036.

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26

Irby, Decoteau J., and Shannon P. Clark. "Talk it (Racism) out: race talk and organizational learning." Journal of Educational Administration 56, no. 5 (August 6, 2018): 504–18. http://dx.doi.org/10.1108/jea-01-2018-0015.

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Purpose The purpose of this paper is to investigate whether race-specific language use can advance organizational learning about the racialized nature of school problems. The study addressed two questions: first, is teacher use of racial language associated with how they frame school discipline problems during conversational exchanges? Second, what do patterns of associations suggest about racial language use as an asset that may influence an organization’s ability to analyze discipline problems? Design/methodology/approach Co-occurrence analysis was used to explore patterns between racial language use and problem analysis during team conversational exchanges regarding school discipline problems. Findings When participants used race-specific and race-proxy language, they identified more problems and drew on multiple frames to describe school discipline problems. Research limitations/implications This paper substantiates that race-specific language is beneficial for organizational learning. Practical implications The findings suggest that leading language communities may be an integral, yet overlooked lever for organizational learning and improvement. Prioritizing actions that promote race-specific conversations among school teams can reveal racism/racial conflict and subsequently increase the potential for change. Originality/value This paper combines organizational change and race talk research to highlight the importance of professional talk routines in organizational learning.

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27

Ye, Wangbei. "Socioeconomic Status and Out-of-School Citizenship Education in China’s Shanghai." Education and Urban Society 50, no. 7 (June 14, 2017): 641–69. http://dx.doi.org/10.1177/0013124517713609.

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Many studies have noted the important role family socioeconomic status (SES) plays in students’ out-of-school learning. However, very little is known about the relationship between student’s SES and citizenship education in out-of-school contexts. To address this research gap, this study conducted an out-of-school citizenship education survey (involving 2,950 teachers, 7,388 students, 2,564 parents, and 112 out-of-school education organizations in Shanghai, China), in 2015, to explore the relationship between SES and students’ out-of-school citizenship education. This article found SES affected primary and junior middle school (but not high school) students’ participation in out-of-school citizenship education. This article adopted a power–knowledge relationship perspective to explain this pattern, and found that the relationship between education and power is not so mechanical that only powerful groups in society can determine knowledge and learning; instead, educational forces and students may mediate the influence of SES.

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28

Paulus, Kristo, Nur Irsyadiah, and Ahmad Rifa’i. "Affirmation of School Management and Success of Islamic Religious Education Learning." Journal of Sosial Science 2, no. 2 (March 25, 2021): 162–75. http://dx.doi.org/10.46799/jsss.v2i2.114.

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School management is an activity that is carried out effectively and efficiently to improve school performance, including learning Islamic religious education. Therefore it is necessary to affirm that school management will be more organized and focused on goals. Schools that run a good managerial system will certainly pay attention to the quality of education in them so that learning in these schools will run optimally. The object of this research is Islamic education learning in schools with good school management. The research methodology used is qualitative research methods with descriptive methods. The findings in this study show that schools that carry out affirmation of school management will be able to encourage the success of Islamic Education learning in these schools.

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29

., Ranjeeta, and Anuradha Agnihotri. "A Comparative Study of Learning and Thinking Styles and Academic Achievement of Secondary School Students In Smart Schools and Govt. Schools." Issues and Ideas in Education 3, no. 2 (September 2, 2015): 117–26. http://dx.doi.org/10.15415/iie.2015.32009.

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30

Hong, Eunsook, Peggy G. Perkins, and Roberta M. Milgram. "Learning Styles of Gifted Adolescents with In-School versus Out-of-School Accomplishments in Literature." Perceptual and Motor Skills 76, no. 3_suppl (June 1993): 1099–102. http://dx.doi.org/10.2466/pms.1993.76.3c.1099.

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The learning styles of two groups of adolescents gifted in literature, one composed of subjects with high grade point averages in school in literature ( n = 232) and one of subjects who had high scores on talented out-of-school accomplishments in literature ( n = 192), were compared. Six of the 22 elements measured by the Learning Styles Inventory distinguished between the two groups. The out-of-school gifted group preferred to work with peers and felt comfortable learning in a variety of different ways. They tended to be less visual and more auditory learners and expressed a greater preference to learn by experiential or hands-on activities than the in-school gifted group. The implications for teaching and counseling gifted learners, differently defined, are discussed.

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31

Gilje, Øystein, and Ola Erstad. "Authenticity, agency and enterprise education studying learning in and out of school." International Journal of Educational Research 84 (2017): 58–67. http://dx.doi.org/10.1016/j.ijer.2016.05.012.

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32

Schürmann, Linda, and Claudia Quaiser-Pohl. "Out-of-school learning levels prior achievement and gender differences in secondary school students’ motivation." International Journal of Educational Research Open 3 (2022): 100158. http://dx.doi.org/10.1016/j.ijedro.2022.100158.

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33

Krendl, Kathy A., and Ginger Clark. "The impact of computers on learning: Research on in-school and out-of-school settings." Journal of Computing in Higher Education 5, no. 2 (March 1994): 85–112. http://dx.doi.org/10.1007/bf02948572.

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34

Lund, Anna, and Mats Trondman. "Dropping out/dropping back in: Matters that make learning matter." Queensland Review 24, no. 1 (June 2017): 57–74. http://dx.doi.org/10.1017/qre.2017.9.

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AbstractNearly one in three students living in the segregated, multicultural city of Malmö, Sweden, fails to finish school with a completed diploma. To remedy this situation, students can attend introductory programs, but only some students who do so end up with a diploma. The aim of this article is to understand why young people from a migration background drop out of secondary school and why some of them drop back in and become school achievers. We explore what makes learning matter among youth who drop back into schooling. In seeking possible answers to this question, we listened to and learned from the students themselves. We hope readers will learn about the elementary forms of an enabling opportunity structure for school achievement, about the significance of relational capital, and about the deeply associated meanings of family and friendship and their importance to school success. The article is framed by the interdependencies of two conditioned temporalities: the temporality of the past — that is, the dropping-out process — and the temporality of the present, that is, the dropping-back-in process. We argue that school failure is not an inevitable phenomenon, and show that young people who are supported to drop back into schooling can discover that they are capable of learning with passion and perseverance.

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35

Suhartono, Suhartono, Tri Saptuti Susiani, and Ratna Hidayah. "PARTNERSHIP OF SCHOOL-FAMILY-COMMUNITIES AND ITS EFFECT ON STUDENT LEARNING OUTCOMES IN ELEMENTARY SCHOOL KEBUMEN." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 438. http://dx.doi.org/10.20961/shes.v1i2.26798.

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<em>This study aims to find out the partnerships implementation among school, family, and communities and its effect on student learning outcomes in elementary school kebumen. This research includes quantitative descriptive research. The subjects in this study was consisted of five elementary schools. The research instruments were questionnaires and interview sheets. Data analysis was carried out using descriptive analysis with a quantitative approach. The results showed that: 1) the implementation of partnerships in elementary schools in Kebumen indicates a good category (B) with a percentage of 82.50%; 2) the partnerships of school-family-comunities in elementary schools have a significant influence on student learning outcomes.</em>

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36

Krüger, Johanna T., Tim N. Höffler, Martin Wahl, Katrin Knickmeier, and Ilka Parchmann. "Two comparative studies of computer simulations and experiments as learning tools in school and out-of-school education." Instructional Science 50, no. 2 (March 9, 2022): 169–97. http://dx.doi.org/10.1007/s11251-021-09566-1.

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AbstractInteractive computer simulations and hands-on experiments are important teaching methods in modern science education. Especially for the communication of complex current topics with social relevance (socioscientific issues), suitable methods in science education are of great importance. However, previous studies could not sufficiently clarify the educational advantages and disadvantages of both methods and often lack adequate comparability. This paper presents two studies of direct comparisons of hands-on experiments and interactive computer simulations as learning tools in science education for secondary school students in two different learning locations (Study I: school; Study II: student laboratory). Using a simple experimental research design with type of learning location as between-subjects factor (NStudy I = 443, NStudy II = 367), these studies compare working on computer simulations versus experiments in terms of knowledge achievement, development of situational interest and cognitive load. Independent of the learning location, the results showed higher learning success for students working on computer simulations than while working on experiments, despite higher cognitive load. However, working on experiments promoted situational interest more than computer simulations (especially the epistemic and value-related component). We stated that simulations might be particularly suitable for teaching complex topics. The findings reviewed in this paper moreover imply that working with one method may complement and supplement the weaknesses of the other. We conclude that that the most effective way to communicate complex current research topics might be a combination of both methods. These conclusions derive a contribution to successful modern science education in school and out-of-school learning contexts.

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37

Vojáčková, Lenka. "Learning of the Teachers in School Projects." Lifelong Learning 7, no. 2 (2017): 73–99. http://dx.doi.org/10.11118/lifele2017070273.

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The article deals with the learning of the teachers in the context of school projects. After introducing the theoretical basis the results of the empirical study which was carried out at one of the secondary schools in Brno are presented. The point out that the teachers in the context of school projects learn both on the individual and collective level. The learning can have a different content line, it can be found in various organisational forms and it is possible to identify a range of "learning interactions". For the learning in the projects itself, there appear three important dimensions: learning practice, the purpose of learning and learning factors.

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38

Giess, SallyAnn, Kelly Farquharson Schussler, Jennifer Walsh Means, and Mary Dale Fitzgerald. "Preparing Graduate Students To Carry Out Their Roles and Responsibilities in a School-Based Setting." Perspectives on Issues in Higher Education 15, no. 1 (June 2012): 11–15. http://dx.doi.org/10.1044/ihe15.1.11.

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Today’s school-based speech-language pathologists (SLPs) serve children across a wide range of communicative disorders and perform duties in a variety of service delivery settings. Student learning outcomes in graduate communication sciences and disorders (CSD) preparation programs must reflect these expanding roles of SLPs as they prepare candidates for practice in the schools. Recognizing this challenge, a committee of SLPs in higher education created the University Outreach Committee (UOC) document. This document puts an ASHA practice policy into action by providing learning outcomes, formative assessments, and artifacts that university academic and clinical faculty can use to prepare graduate CSD students for work in schools.

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39

Agustina, Sinta, and Asep Bayu Dani Nandiyanto. "The Effectiveness of Distance Learning Using Learning Management System Media and Whatsapp Groups at Senior High School." Indonesian Journal of Multidiciplinary Research 1, no. 1 (April 20, 2021): 89–98. http://dx.doi.org/10.17509/ijomr.v1i1.33786.

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In the world of education, during the COVID-19 pandemic, schools and colleges were not allowed to do face-to-face learning directly or often called offline at schools or campuses. All teaching and learning processes must be carried out online at home. One alternative to this policy is by applying the Distance Learning (PJJ) method where teachers or students cannot meet face to face directly. PJJ currently carried out is online (in a network) through internet-based media. At the senior high school / vocational school / Islamic Senior High School level PJJ is carried out using a Learning Management System (LMS), which is a system that can manage, convey, and monitor students using an internet-based application. Not enough with LMS, WhatsApp social media using the Group feature is also one of the supports in the successful implementation of online learning during the COVID-19 pandemic. Research on the Effectiveness of Distance Learning (PJJ) using learning media Learning Management System (LMS) and WhatsApp Group was conducted at senior high school 1 Cipeundeuy, Subang, Indonesia.

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40

Hartina, Tika, Mahrus Mahrus, and Gito Hadiprayitno. "Analisis Pengaruh Frekuensi Belajar di Luar Sekolah dan Motivasi Belajar terhadap Hasil Belajar IPA (The Effect of Frequency of Out-School Learning Activities and Learning Motivation on Student's Science Learning Outcomes)." SEJ (Science Education Journal) 3, no. 1 (February 17, 2020): 15. http://dx.doi.org/10.21070/sej.v3i1.2133.

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The purpose of this study is to determine the effect of frequency of out-school learningactivities and learning motivation towards improving students' natural science learningachievement. This research is quantitative research with an ex-post facto approach. Thesubjects in the study were 8th grade students of SMP Negeri 8 Mataram in the academicyear at 2018/2019 with a total of 260 people. Data collection of science learningoutcomes is obtained from daily tests from teachers in schools while data collectionof the frequency of out-school learning activities and learning motivation is obtainedusing a questionary. The effect of frequency of out-school learning activities and learningmotivation on learning achievement of science are analyzed using analysis of covariance(ANAKOVA). The results of the study show that: 1) the frequency of out-school learningactivities has a significant influence on science learning achievement; 2) student's learningmotivation has a significant effect on science learning achievement, and 3) there is aninteraction between the frequency of out-school learning activities and learning motivationon students' learning achievement in science. The frequency of out-school learningactivities and learning motivation is proven have effect on science learning achievement.

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41

Enjoh, Rev Mbanwi Pascaline. "The Impact of School Facilities on Teaching and Learning in Presbyterian Secondary Schools in the SW of Cameroon." International Journal of Trend in Scientific Research and Development Volume-2, Issue-6 (October 31, 2018): 1427–37. http://dx.doi.org/10.31142/ijtsrd18887.

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42

Menten, Alexis. "Expanding horizons through global learning in out-of-school time." New Directions for Youth Development 2011, S1 (2011): 29–37. http://dx.doi.org/10.1002/yd.417.

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43

Thote, Prashant, and Rajesh Kumar Sen. "EXPERIENTIAL LEARNING: INCLUSIVE ART EDUCATION FOR JOYFUL LEARNING." International Journal of Research -GRANTHAALAYAH 7, no. 11 (November 30, 2019): 111–15. http://dx.doi.org/10.29121/granthaalayah.v7.i11.2019.3717.

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Art integrated learning makes class-room transition joyful, creative and promote appreciation of our rich and cultural heritage. It also promotes art based enquiry, investigation, exploration critical thinking and creativity for class, conceptual understanding of the concepts among the students.It also enhances experiential learning, as it enables students to drive meaning and understanding.Despite the challenging situation facing art education in schools but there are some exemptions.This paper is based on the ethnographic case study of the school to explore art education.In this school art is integrated as natural part of school thathas taken holistic approach to education.Art education practices were carried out in creative manner.

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SKWERES-KUCHTA, Małgorzata. "Key competences – investment in human capital within out-of-school education forms." Scientific Papers of Silesian University of Technology. Organization and Management Series 2020, no. 146 (2020): 427–40. http://dx.doi.org/10.29119/1641-3466.2020.146.30.

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Purpose: The aim of the research is to show how effective the tools in the form of extracurricular forms of education oriented at development of key competences. Design/methodology/approach: The article presents case study of investment in key competences of school-age children. The results of evaluation studies compliment the experience of chosen out-od-school educational projects conducted in the district mostly active in the field of initiative realization. The author also mentions a problem of considering and fulfilling children’s special educational needs. Findings: In the educational projects implemented in Pomeranian Voivodeship, the main emphasis was placed on the development of key competences, mostly students, and to a lesser extent - teachers. The interest in particular competences varied (39-95%). Similarly, the effects of undertaken measures were assessed as their impact on the attitudes of students in selected areas. Research limitations/implications: Too little attention paid to the special needs of pupils. Evaluation of effectiveness referred to the influence of particular forms of stimulation on the student's attitude in selected aspects. It was impossible to clearly attribute the impact of the investment on the results of exams summarizing a given stage of learning. Practical implications: The results of the research can be used to change the guidelines for constructing further support programmes for educational projects. This refers to technical guidelines, i.e. the formula for verifying the effects and the substantive ones, i.e. The scope of support for schools and students. Social implications: The work points to the need to implement solutions allowing for greater social inclusion of children with special news, including work on social awareness in this area. Originality/value The article attempts to assess the effectiveness of investing in the development of human capital at the stage of school education through extracurricular educational projects. The analysis was multi-level, from the European background, through the regional approach in Poland, to case studies in selected local governments. The results of the research may serve to construct further pro-educational projects in the region

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LIMBONG, Delpi, Ihsana El KHULUQO, and Istaryatiningtias ISTARYATININGTIAS. "THE EFFECT OF SCHOOL MANAGEMENT AND STUDENT LEARNING CULTURE ON STUDENT LEARNING EFFECTIVENESS." JKP | Jurnal Kepemimpinan Pendidikan 4, no. 2 (January 7, 2022): 566–74. http://dx.doi.org/10.22236/jkpuhamka.v4i2.8204.

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The effectiveness of student learning in schools is the main responsibility of a leader, where leaders help teachers to do better. Performance appraisals are conducted to tell teachers what management expects to build a better understanding of each other. Assessment must recognize achievement and make plans to improve Student Learning Effectiveness. Research objectives: 1) To find out how much influence school management has on student learning effectiveness. 2) To find out how much influence the Student Learning Culture has on the Effectiveness of Student Learning. 3) To find out how much influence School Management and Student Learning Culture collectively have on Student Learning Effectiveness. This research is a case study research with a survey approach. The sample amounted to 61 people with Use a simple random sample method to determine the sample size. Data is collected through questionnaires and interviews, and data analysis techniques use multiple regression techniques. Conclusion: 1) School management has a positive impact on improving student learning efficiency. 2) Student learning culture has a positive impact on improving student learning efficiency. 3) Have a positive impact on school management and Student Learning Culture together to increase the effectiveness of student learning.

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Lira, Luis Alberto Núñez, Lida Violeta Asencios Trujillo, Lucia Asencios Trujillo, Carlos Jacinto La Rosa Longobardi, and Óscar Alberto Urbano Ayala. "Inverted Classroom and Learning of Natural Sciences in High School Students in Times of Pandemic." NeuroQuantology 20, no. 5 (May 18, 2022): 539–46. http://dx.doi.org/10.14704/nq.2022.20.5.nq22206.

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The inverted classroom is a methodology that allows learning drivers to adapt efficiently, and in a multidisciplinary way, to the contents of the area we practice, to the objectives and to the abilities of the student, generating commitments from both the teacher and the student for their professional success. For the research, a quasiexperimental methodology was used with a student population of fifty young people of both sexes, with a control and experimental group, for whose execution four didactic procedures were carried out with their respective input-output evaluations. The analysis of variance (ANOVA) showed the permanent improvement in the learning of natural sciences with increasing trends (means) and decreasing trends (standard deviation); that is, better learning and the homogenization of the group. Studies on the subject have shown its effectiveness in learning processes and where positive reactions as well as reorientation of students are evident.

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Dannwolf, Lisa, Tobias Matusch, Johannes Keller, Ronja Redlich, and Alexander Siegmund. "Bringing Earth Observation to Classrooms—The Importance of Out-of-School Learning Places and E-Learning." Remote Sensing 12, no. 19 (September 23, 2020): 3117. http://dx.doi.org/10.3390/rs12193117.

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Viewing the Earth from above has fascinated people at least since the Apollo mission in the 1960s. Today, satellite images have made their way into the news and media, but the potential of using satellite images in the classroom has not yet been exhausted. Teachers often lack the technical knowledge of Earth observation (EO) or the technical requirements in schools. The Geo:spektiv e-learning platform used provides the opportunity to integrate EO into curricula as well as current environmental- and space-relevant topics. This study analyses the driving forces that determine the motivation of students and which factors contribute to the success of an e-learning platform. The basis for this study is a Geo:spektiv module about the endangered rainforest, established at an out-of-school learning place and designed for students in secondary education. A survey of 281 students on their motivation and learning behavior showed, that in addition to the topic and level of difficulty tailored to the students’ needs, the design of the modules, simple navigation, and the use of multimedia content are vital. Despite the small sampling size and restricted geographical location of sample selection, the results of this study can contribute to better integration of digital geo-media in school lessons.

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Gannon, T. Nigel. "Book Review—Social and Emotional Learning in Out-of-School-Time: Foundations and Futures." Journal of Youth Development 14, no. 3 (September 12, 2019): 222–25. http://dx.doi.org/10.5195/jyd.2019.862.

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Social and Emotional Learning in Out-of-School Time: Foundations and Futures (Delaney & Moroney, 2018) offers a rich volume of experiences and voices of leadership in social and emotional learning (SEL) in out-of-school time (OST) settings. From various vantage points and with unique voices, the chapters address all stages of intentional SEL programming, including progress made in the field in clarifying and measuring the strength of SEL outcomes and identifying needed professional development. This is an important resource for students and practitioners of positive youth development, SEL, and OST learning environments.

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Lubis, Syibrina, and Maya Priyadi. "IMPLEMENTATION OF THE INDEPENDENT LEARNING CURRICULUM IN ELEMENTARY SCHOOL." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 12, no. 4 (December 25, 2022): 356–61. http://dx.doi.org/10.24114/sejpgsd.v12i4.40962.

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This research is to obtain information about the implementation of the independent learning curriculum in elementary schools. The method used in this writing is to use a literature study by reviewing several journals that are relevant to the topics discussed qualitatively. The steps taken by the author to collect reading material in this article, are (1) collecting data relevant to the topic discussed (2) analyzing the reading material that has been obtained and concluding the main topics regarding the implementation of the merdekalearning curriculum in elementary school. The implementation of the independent learning curriculum is carried out with careful planning and is able to improve the quality of Indonesian education and can prepare graduates who excel and are able to compete globally. The key to success in implementing the merdeka learning curriculum is from school principals and teachers who must have the will to make changes. Implementation of the independent curriculum cannot be separated from the role of the school principal as a school leader who must be able to move, direct, and inspire teachers to want to change towards a better education. In addition, good cooperation is needed between teachers, school principals, agencies, parents and related parties so that the implementation of the independent curriculum in driving schools can be realized optimally.

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Thoyyibah, Luthfiyatun. "STUDENTS’ BACKGROUND TOWARDS LEARNING ENGLISH OUT OF CLASSROOM SETTING." JALL (Journal of Applied Linguistics and Literacy) 3, no. 1 (February 26, 2019): 54. http://dx.doi.org/10.25157/jall.v3i1.2644.

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There have been many facts showed that senior high school students in Indonesia faced some problems in learning English at school. Because of that, students try to seek a solution which offered outside the class, commonly known as independent language learning. Because there are limited studies elaborated activity of learning English out of school context, thus this paper aims to explore what kind of activity that the senior high school students choose for learning English out of the school context. This study employed qualitative descriptive study. Data were drawn from questionnaires that were disseminated to 40 students of state and private senior high schools, in order to respond with their own views. Based on the findings of this study, activity of learning English that mostly conducted by students from state school is attending extra course while most of students from private school prefer individual learning. According to the findings, this study recommends the further study of the similar field involving a bigger number of respondents and enrichment of the theory. Keywords: state school, private school, independent learning, extra course

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