Search

Background Opportunities for physical activity within out of school hours care (OSHC) are not well documented in Australia. This study explored factors associated with children (5–12 years) meeting 30 min of moderate to vigorous physical activity (MVPA) while attending OSHC in the afternoon period. Methods A cross-sectional study, conducted in 89 OSHC services in New South Wales, Australia, serving 4,408 children. Each service was visited twice between 2018–2019. Physical activity promotion practices were captured via short interviews and System for Observing Staff Promotion of Physical Activity and Nutrition (SOSPAN). Physical activity spaces was measured (m2) and physical activity of 3,614 child days (42% girls), were collected using Acti-Graph accelerometers. Association between program practices and children accumulation of MVPA was tested using mixed effects logistic regression, adjusted by OSHC service and child. Results Twenty-six percent of children (n = 925) accumulated 30 min or more of MVPA. Factors associated with children reaching MVPA recommendations included: services scheduling greater amounts of child-led free play, both 30–59 min (OR 2.6, 95%CI 1.70, 3.98) and ≥ 60 min (OR 6.4, 95%CI 3.90, 10.49); opportunities for staff-led organised play of ≥ 30 min (OR 2.3, 95%CI 1.47, 3.83); and active games that engaged the majority of children (OR 1.7, 95%CI 1.11, 2.61). Children were less likely to meet MVPA recommendations if services played games with elimination components (OR 0.56, 95%CI 0.37, 0.86). Conclusion Improvements to service-level physical activity promotion practices, specifically the type of physical activity scheduled and the structure of games, may be an effective strategy to increase MVPA of children attending OSHC afterschool in NSW, Australia.

El presente artículo condensa los resultados más importantes de una investigación que analizó los significados de la escolaridad y el trabajo en un grupo de jóvenes rurales mexicanos. El estudio se basó en un enfoque etnográfico; se realizaron entrevistas en profundidad, también se contemplaron observaciones y notas de campo. Los resultados muestran que para estos jóvenes la “convivencia” es el motivo principal para asistir a la escuela. En varios casos es acompañado por “falta de interés en los estudios”, por lo que tienden a faltar regularmente a clases; esto se vuelve motivo para que algunos abandonen la escuela. Complementariamente, los jóvenes consideran el trabajo una actividad fundamental, porque les brinda la posibilidad de ayudar a la reproducción familiar, al mismo tiempo que les permite “tener dinero”. Para los jóvenes rurales el trabajo es más importante que la escolaridad. Sólo un pequeño grupo manifiesta “interés en los estudios”, ya que la escolaridad les sirve para salir adelante y encontrar mejores trabajos; en específico, la intención de las mujeres es superar la condición de género que ocupan en la comunidad. Los hallazgos aportan reflexiones para pensar la formación escolar en contextos rurales.

At present, young Norwegians are spending more time than ever in front of a computer screen (Statistisk sentralbyra, 2015; Medietilsynet, 2016). How is this use of digital media affecting their writing in and out of school? In 2017, 5th graders in a school class in Oslo were interviewed about this. In this article, the interview findings are compared with findings of an ethnographic study of media use and writing conducted in the same primary school in 2005. In 2005, the students’ use of digital media out of school fostered some extensive writing, yet in 2017 this was no longer the case. Still, certain 2017 students did follow up writing in school with a similar kind of extensive writing out of school. However, the main findings indicate a style of development whereby school-based writing has become more loosely connected to digital writing out of school. In the analysis, the concept of affordance is used to explain this development. In the article’s final part, implications for writing pedagogy are discussed.

The article is an attempt to present the achievements in the field of educational practice (both in school and out of school) and pedagogical thought in Poland in the years 1918–1939. It shows the initial state of education and its development. It also presents – in a synthetic and brief way – the development of research and thought related to education. It was prepared to celebrate the centenary of Poland regaining independence. Artykuł stanowi próbę prezentacji dorobku w zakresie praktyki edukacyjnej (zarówno szkolnej, jak i pozaszkolnej) oraz myśli pedagogicznej w Polsce w latach 1918–1939. Ukazuje zarówno początkowy stan tej edukacji, jak i jej rozwój. Przedstawia również – w sposób syntetyczny i skrótowy – rozwój badań i myśli odnoszących do edukacji Został przygotowany z okazji obchodów setnej rocznicy odzyskania przez Polskę niepodległości.

Denne artikkelen gjev oversikt over nordisk forsking pa barn og ungdoms tekstar og tekstpraksisar pa fritida dei siste tjue ara (2000–2019). I denne perioden har vilkara for barns deltaking i ulike tekstkulturar endra seg som folgje av den teknologiske utviklinga, og artikkelen strekar dermed opp eit forholdsvis nytt forskingsfelt, der saerleg barns deltaking i digitale og multimodale tekstar og tekstpraksisar vert tematisert. Foremalet med den systematiske reviewen er a finna ut kva som kjenneteiknar den nordiske forskinga pa feltet teoretisk, metodisk og empirisk. Forskinga vi har funne, dreg i stor grad vekslar pa sosiokulturell laeringsteori og new literacy studies, og observasjon, intervju og tekstsanalysar er metodar som vert hyppig nytta. Samla sett gir den nordiske forskinga eit ganske tydeleg bilete av kva barn og unge brukar lesing og skriving til pa fritida, korleis barn og unge skaffar seg teksterfaringar, kva omrade dei frivillige tekstpraksisane er knytte til og kven barn og unge kommuniserer med, men ny forsking bor blant anna supplera den eksisterande forskinga ved a undersokja deltaking i tekstpraksisar pa tvers av kontekstar, pa tvers av medium og over lengre tid. Abstract Research on the out-of-school texts and literary practices of children and youth, with a Nordic focus This article gives an overview of Nordic research on children’s and youth’s texts and literacy practices out of school for the last twenty years (2000–2019). During this period the conditions for children’s participation in various text cultures have changed as a result of technological development, and thus the article highlights a relatively new research field, where especially children and youth’s participation in digital and multimodal texts and text practices is explored. The aim of this systematical review is to find out what defines the Nordic research in the field, theoretically, methodologically and empirically. The research is to a large extent rooted in socio-cultural learning theories and New Literacy Studies, and relies primarily on observation, interviews and text analyses. The research gives an overall picture of what young people in the Nordic countries use reading and writing for out of school, how they get textual experiences, what spheres of life the out of school text practices are related to and who children and youth communicate with. New research can supplement the existing by exploring participation in text practices across contexts and media and for longer periods of time.

The article deals with the historical process of formation of educational and legal support for the activities of out-of-school educational institutions during the independence of Ukraine. Based on the formulated socio-cultural, cognitive, educational and legal criteria of the intensity of qualitative changes in the legislative and legal support of educational activities of out-of-school educational institutions, 3 main stages of this period were identified. The first stage (1991-1999) was characterised as a transition from the old Soviet to the new Ukrainian system of out-of-school educational institutions. It was noted that during this period, the foundations of the legislation were formed, the international experience of providing the development of extracurricular education was attracted, the results of foreign scholars’ scientific researches were processed, scientific researches were conducted by domestic scientists. Instead, the second stage (2000-2009) was marked by the active development of the regulatory and legal support of the out-of-school education system. It was emphasised that the adoption of the Law on Extracurricular Education, which regulates state policy in the field of extracurricular education, was of great importance. The dynamics of quantitative indicators and tendencies of development of out-of-school educational institutions, directions of Ukrainian scientists’ scientific researches on the problems related to out-of-school education are characterised. The beginning of the process of forming legislation on the issues regarding children with special needs is highlighted. It is emphasised that at the third stage (2010-2019), the principles of inclusive education were adopted, legal support was provided for the quality education of all children without exception. It is emphasised that for the period of 1991-2019, there was intensive development and modernisation of the legal support of the out-of-school education system, and the model of inclusive education of children with special educational needs in out-of-school educational institutions was involved.

The number of disabled students is rapidly increasing worldwide, but many schools and universities have failed to keep up with their learning needs. Consequently, large numbers of disabled students are dropping out of school or university. Open Educational Resources (OER) and Open Educational Practices (OEP) contain several relevant features, including the possibility of reusing and remixing, which have led researchers to consider using OER and OEP to facilitate meeting the needs of disabled and functional-diverse students in order to increase their accessibility and e-inclusion capabilities in educational settings. The very limited research to date, however, has provided a limited holistic understanding of accessibility within OER and OEP in order to aid researchers in pursuing future directions in this field. Therefore, this paper systematically reviewed 31 papers to provide insights about functional diversity within OER and OEP. The results obtained highlighted that accessibility is still in its infancy within OER and that researchers should focus more on considering the four accessibility principles — perceivable, operable, understandable and robust — when providing OER. Additionally, while several researchers have focused on several issues related to accessibility within OER, limited focus has been given to assistive technologies using OER. Finally, this paper provides several recommendations to increase accessibility within OER and help design more accessible OER for students with functional diversity.

PURPOSE This study aimed to determine the reliability and validity of the Cleveland Adolescent Sleepiness Questionnaire in Turkish university students, and to determine the sleepiness of students. DESIGN AND METHODS This cross-sectional study was carried out with 852 university students in Turkey, Bolu, between February- May 2019. FINDINGS Results of the analysis indicated that this scale was a valid and reliable measurement tool. As the scores of students' get from Cleveland Adolescent Sleepiness Questionnaire increased, the frequency of students feeling sleepy during the day, sleepiness in and out of school, and getting up in the morning without resting increased. PRACTICE IMPLICATIONS Nurses can use this scale when evaluating university students' sleepiness.

The question of how to support the early literacy development of children experiencing marginalization through systematically under-resourced urban schools and neighborhoods has been taken up in a variety of ways in educational research. The correlation between socioeconomic status, race, ethnicity, and literacy is well documented, however, this research has mostly been within the context of schools. This dissertation addresses the issue of family engagement and literacy within an out-of-school, neighborhood context. Specifically, this is the case of a Detroit nonprofit organization whose mission centers the success of young children, their families, and their neighborhoods while operating as a social enterprise within a capitalistic society. The neoliberal turn in education has put an emphasis on the individual, this organization is making efforts to invest in the collective power of the often-ignored residential communities of the city. I explore the culture, structures, and systems of the organization and how they are utilized to engage families around literacy programming at distinct hubs in predominately African American and Latinx neighborhoods in the city. This study explores the experiences of various stakeholders who participate in the organization at different capacities. It highlights community voices and explores how aspects of the organization affect engagement in literacy programs within the neighborhood context. The analysis was guided by a conceptual framework which incorporates social theories of learning and literacy within an ecological framework that was developed to contextualize learning within a sociopolitical and racialized environment. Findings suggest that family-engaged and culturally relevant practices and a loving organizational culture create a welcoming environment for community members which allows for community members to connect with each other and with the resources offered by the organization. Additional findings from literacy program observations, however, indicate that literacy programs were not designed in response to the community within which they were being offered. The study revealed that even an organization committed to asset-framing, relationship-building, and a loving culture with equitable systems can fail to ensure that programs and stakeholders develop a critical consciousness that aligns with the collective focus of the mission.

South Africa, like many countries, has high numbers of learners who do not complete secondary schooling. This reduces these young people’s chances of finding work or of earning a better salary. It is thus important to understand the factors that contribute to high school dropout. In the study reported on here we investigated the factors that caused a number of female learners to drop out and return to high school in a rural community in Mpumalanga. The learners provided 3 reasons for dropping out of school: pregnancy, illness and immigration. The analysis of these factors suggests 3 underlying themes that influence the ability of children to remain in school, viz. health, policies and structures, and poverty. The implications of these and recommendations to address them are discussed. The authors argue that greater interdepartmental efforts are required to support vulnerable girls to remain in school.

This study examines how maternal employment is related to children's school enrollment in rural Nepal. Using the Chitwan Valley Family Study we combine over 30 years (1974–2008) of yearly data on mother's employment and their children's education. Results reveal heterogeneity by gender, social status, and type of work. Children from historically disadvantaged social groups were more likely to be in school when their mothers started working. This was largely driven by mothers with jobs that allowed them to more easily combine work and family tasks (i.e., those self-employed in the home). In fact, maternal self-employment outside the home was associated with boys dropping out of school. Additionally, we find evidence that some of the observed relationship between maternal wage labor and children's school enrollment is due to household-level selection effects on mother's work.

The aim of this paper is to describe an analytical approach for addressing the ceiling effect, a measurement limitation that affects research and evaluation efforts in informal STEM learning projects. The ceiling effect occurs when a large proportion of subjects begin a study with very high scores on the measured variable(s), such that participation in an educational experience cannot yield significant gains among these learners. This effect is widespread in informal science learning due to the self-selective nature of participation in these experiences, such that participants are already interested in and knowledgeable about the content area. When the ceiling effect is present, no conclusions can be drawn regarding the influence of an intervention on participants’ learning outcomes which could lead evaluators and funders to underestimate the positive effects of STEM programs. We discuss how the use of person-centered analytic approaches that segment samples in theory driven ways could help address the ceiling effect and provide an illustrative example using data from a recent evaluation of a STEM afterschool program.

Objectives:The long-term outcome of childhood-onset schizophrenia (COS) and its influencing factors remain unclear. The current study aimed to assess the long-term outcomes of COS and identify possible outcome predictors.Methods:We retrospectively investigated 276 patients with COS. Diagnosis made according to the ICD-10 criteria for schizophrenia, and the age of the first onset was ≤ 14 years. Follow-up was completed for 170 patients, with a median follow-up period of 5.6 years. Outcome variables included occupational/education status and readmission. Spearman correlation was performed to assess the relationship between predictors and outcome variables. Binary logistic regression was conducted to detect possible predictor variables for outcome variables.Results:At the end of the follow-up, 89 patients (52.3%) were at school, 70 patients (41.2%) were employed, and only 11 patients (6.5%) were dropped out of school or unemployed. The duration to the first admission and depressive symptoms were identified as predictors of occupational/educational status. The length of follow-up and obsessive-compulsive symptoms (OCS) were distinguished as predictors of readmission. Duration to the first admission and length of follow-up were risk factors, and depressive symptoms and OCS were protective factors for the outcomes of COS.Conclusion:We found a favorable long-term outcome on occupational/education status in COS, and depressive symptoms and OCS may be associated with more positive long-term outcomes in COS. Our findings suggest that COS patients may benefit from early intervention and require appropriate treatment.

Adolescent girls and young women (AGYW) remain underserved and at risk for HIV acquisition in Ethiopia. However, there is significant risk heterogeneity among AGYW with limited consensus on optimal strategies of identifying vulnerable AGYW. This study assessed the utility of venue-based sampling approaches to identify AGYW at increased risk for HIV infection. Venue mapping and time-location-sampling (TLS) methods were used to recruit AGYW from three sub-cities of Addis Ababa, February–June 2018. Interviewer-administered surveys captured socio-demographic and behavioral characteristics. Measures of AGYW vulnerability were assessed geographically and described by venue type. A total of 2468 unique venues were identified, of which 802 (32%) were systematically selected for validation and 371 (46%) were eligible including many sites that would traditionally not be included as venues in need of HIV prevention services. Overall, 800 AGYW were enrolled across 81 sampled venues. AGYW reached were largely out-of-school (n = 599, 75%) with high proportions of AGYW reporting transactional sex (n = 101, 12.6%), food insecurity (n = 165, 20.7%) and migration (n = 565, 70.6%). Taken together, these data suggest the utility of TLS methods in reaching vulnerable, out-of-school AGYW in Addis Ababa, Ethiopia. Electronic supplementary material The online version of this article (10.1007/s10461-019-02537-1) contains supplementary material, which is available to authorized users.

This paper examines the major factors which forced children out of school. The sample survey and in-depth interviews were conducted at Dala Township. It is a poor area although near center Yangon it is not easily accessible to business district owing to location and transportation across the river. Following most of literatures, we have tested the determinants that have driven children 10-14-year-old to be out of the school system. The econometric estimation is applied to test the impacts of households’ head decision. Main reasons that lead to out of school are income level, family size and background of parents respectively. According to our findings, it is confirmed that children have to drop out of school or never have a chance to attending schools is because they have to help housework and taking care of younger siblings at home while parents seek jobs outside. The unstable family income is thus one of the major other than the family size. The trial program of education to let these drop out have second chance in the ‘Non-formal primary education programme’ with life skills confirmed the ability of learning and skills formation of these children. Hence, providing knowledge to parents on the accessibility to this non-formal education is essential to a human capital investment decision of family. If our findings would be generalized by Myanmar education policy other challenges such financial constraint the socio-economic hardships and poor infrastructure would need to be critically examined for actual implementation.

After students drop out of school, their alcohol use may vary according to the reason for dropping out. In this paper, out of school youth (OSY) are those between 13–20 years old, have not completed their schooling, and have not enrolled in secondary or high school for the current academic year. OSY are at heightened risk of alcohol use. This study examined the relationship between reasons for leaving school and alcohol use, taking into account gender differences. Survey data from 4222 OSY (mean age = 17.4 years, SD = 1.9; males = 59.4%) were analysed using ordinal regression. Leaving school for “not having enough money to pay for school fees” was associated with more alcohol consumption, among females living specifically in rural areas of Gauteng. However, in urban areas of Kwazulu Natal and Mpumalanga, females who left school for the same reason as their rural counterparts were less likely to consume alcohol in the past month. Males were more likely to consume higher levels of alcohol if they reported leaving school due to making someone pregnant, but only when they resided in peri-urban areas. Understanding the relationship between reasons for leaving school and alcohol use may give us insight into the profile of school dropouts at risk for alcohol use. This information is useful for intervention development across the school, home and community.

Background: Recent alternative concepts of school knowledge emphasize knowledge creation via networks of learning around real-world phenomena. We studied entrepreneurship education as an example of new epistemic activity which opens institutional boundaries for active engagement with society in learning. Methods: We used a case-study strategy and a methodology informed by the cultural-historical activity theory for investigating an entrepreneurship course of a middle school. We focused on meaning making in object formation of learning of the groups involved in boundary crossing. Meaning making was studied in a context-sensitive way with an analytic tool designed in the study. Findings: Lacking a knowledge system of a disciplinary school subject, the findings show that entrepreneurship becomes constructed in practice epistemologically as a value-free and politically neutral learning object. In light of these findings we discuss the theoretical link between conceptual learning and learning around real-world phenomena. Contribution: In addition to economic activity, globalization and climate change are also presently forming the social realities of school learners. Our study shows that more theoretical and empirical research on intermediate epistemological practices is needed to avoid a risk that teachers are left on their own to sort out the complex epistemic interrelationships.

Counselling services are common features in conventional school settings and are designed to help students resolve personal and academic issues, explore career options and attend to their social needs. It is of great concern that these services are absent in Open and Distance Learning (ODL) programmes, although the peculiar nature of the programmes reveals the urgent need for them. ODL students should be able to access guidance and counselling services just as their counterparts in the conventional school setting. The main focus of this article is to point out the relevance of professional guidance and counselling services in ODL programmes in Nigeria. An in-depth description of these services and the benefits ODL students can derive from accessing them is presented. In addition, the authors adapted a conceptual model to accentuate the expected output of professional counselling services. The purpose of this model is to present a clear explanation of the fact that adequate provision of professional counselling services will lead to the improved school, workplace and family environment. It is expected that this will lead to good behaviour and improved academic performance, invariably creating a safe school, out of school and workplace environment for ODL students. Recommendations include the creation of awareness programmes through online seminars and workshops to educate ODL students on various ways to access guidance and counselling services.

IntroductionDue to the limited access to sexual and reproductive health service, out-of-school-adolescents become at a higher risk for early marriage, early pregnancy early parenthood, and poor health outcomes over their life course. Hence, the aim of this study was to explore the challenges faced by female out-of-school adolescents in accessing sexual and reproductive health service in Bench-Sheko zone.MethodsA community-based qualitative exploratory study was carried out from November 01/2020 to December 01/2020 among selected out-of-school adolescents residing in rural and urban districts of Bench-Sheko Zone, and healthcare professionals working in the local health centers. FGD participants and healthcare providers were purposely selected for this study. Eight focus group discussions and 8 in-depth interviews were conducted among female out-of-school adolescents, and health care professionals, respectively.ResultThe study revealed that out-of-school adolescents encounter several challenges in accessing sexual reproductive health service which includes socio-cultural barriers, health system barriers, perceived legal barrier, inadequate information regarding sexual reproductive health service, and low parent-adolescent communication.ConclusionThe finding suggests the need to engage community influencers (religious leaders, community leaders, and elders) in overcoming the socio-cultural barriers. Program planners and policy makers have better make an effort to create adolescent friendly environments in SRH service areas. Furthermore, implementing community-based awareness raising programs, parental involvement in sexual reproductive health programs, and encouraging parent-adolescent communication on sexual reproductive health issues could improve sexual reproductive health service utilization by out-of-school adolescents in the study area.

This study aimed to evaluate the effects of an alcohol-related harm prevention program on out-of-school adolescent girls. This was a quasi-experimental study employing a randomized controlled non-synchronized design. There were 23 and 22 participants in the experimental and control groups, respectively. The program comprised three sessions aiming to motivate voluntary changes and promote autonomous decision-making. The experimental group showed significantly higher alcohol-related knowledge and substantially lower alcohol outcome expectancy than the control group. No significant differences emerged from drinking refusal, self-efficacy, or alcohol abstinence intention. This program could improve alcohol-related knowledge and reduce out-of-school adolescent girls’ positive alcohol outcome expectancy.

Given the low levels of physical activity (PA) in adolescence, there are challenges to increasing students' PA outside of the school setting. Thus, researchers emphasize the supportive role that physical education (PE) teachers can play in PA motivation both in and out of school. The aim of the present study was to examine an expanded trans-contextual model (TCM) model for the transit of teachers' perceived support of students' autonomy in terms of contextual and situational motivation in PE to objectively measured moderate-to-vigorous physical activity (MVPA) in PE across different PE contents as well as to the motivational sequence for, and participation in, subjective MVPA during leisure time. This cross-sectional study involved 283 high school students, of whom 43.9% were boys. The autonomous support students received and other motivational factors and objective measures of MVPA in PE and subjective MVPA in leisure time were measured. The results indicate that support for autonomy was significantly and directly related to needs satisfaction (β = 0.61, p < 0.001) and indirectly to autonomous motivation in PE (β = 0.19, p < 0.001) and leisure time (β = 0.16, p < 0.001), intention in PE (β = 0.03, p < 0.05) and leisure time (β = 0.07, p < 0.001), and leisure time MVPA (β = 0.04, p < 0.001), although not MVPA in PE. Gender was a significant covariate for both MVPA in PE (β = −0.62, p < 0.001) and MVPA in leisure time (β = −0.37, p < 0.001), with higher MVPA in boys than girls. This study filled a gap in the scientific literature by demonstrating the full motivational sequence resulting in actual MVPA in PE classes. It also demonstrated that the main goal of PE of enhancing PA not only in school but also outside of school is working. The main motivator is needs satisfaction based on PE teachers' support.

Young veterinary professionals today are often hired by practices right out of school, and unfortunately these practices often lack the skills and training to set them up for long term success. These professionals have been taught what and how to learn for the better part of 2 decades and are now expected to self-motivate, identify, and educate themselves in such a way that they can grow and develop while in practice. These expectations often come with little to no formal guidance from the practice’s management team. Yet, these associates represent the best chance for practices to overcome the existing biases within their system and find new avenues to grow and expand. By understanding and harnessing their underlying psychology, associates can create an environment in which they can practice, identify, and excel in their own niche with, or in the absence of, qualified guidance and oversight. This psychology can then be used to create an environment of growth through pursuit of their purpose while leveraging their unique talents and routines. By educating our budding peers on the discussed self-development system, we can help them achieve their own niche by whatever definition they choose to use., American Association of Bovine Practitioners Proceedings of the Annual Conference, 2021 Recent Graduate Proceedings

The article stresses upon the fact that reference to the history of non- school establishments, their management, financing and staffing gives an opportunity to take into account achievements, drawbacks and prospects of this important social – pedagogical processes in the historical retrospection. The author defines seven periods in the development of out – of – school education state management within the period of the XX- the beginning of the XXI century. They characterize the activity of state bodies concerning promoting the development of out- of – school education as a social institution of up- bringing children and youth. Besides the author single out their proper features and the main directions of the state policy regarding out- of – school education.Key words: out – of –school education, management of out – of school education, state management of out –of –school education, period, state bodies, В статті наголошується на тому, що звернення до історії позашкільних закладів, управління, фінансування і кадрового забезпечення дає змогу врахувати досягнення, прорахунки, перспективи цього важливого соціально-педагогічного процесу у контексті історичної ретроспективи. Автором виокремлено сім періодів розвитку державного регулювання позашкільною освітою країни в історичний період ХХ – на початку ХХІ століття, які характеризують діяльність державних органів влади щодо сприяння розвитку позашкільної освіти як інституту соціального виховання дітей та молоді; виокремлено притаманні їм ознаки та основні напрями державної політики щодо позашкільної освіти. Ключові слова: позашкільна освіта, управління позашкільною освітою, державне регулювання позашкільною освітою, період, державні органи влади.

Descriptions of out-of-school time (OST) programs frequently claim to promote visitor/participant interest, but information about which design features are essential for that task are lacking. We report on a meta-analysis of research conducted in OST programs that assessed visitor/participant interest. Search criteria identified a total of 38 studies (k = 77 independent datasets), published between 1998 and 2019. The total sample size was Npre = 23,883 visitors/participants at pretest and Npost = 22,419 visitors/participants at posttest. Study findings suggest that there is a positive but trivial effect of OST programs on interest development (Hedges’ g = 0.08). This appears to be explained by the fact that studies of OST typically do not distinguish between program features designed to promote an initial triggering of interest and the subsequent development and deepening of interest, nor do they clarify differences in the interest they were assessing in the 1-day visit/experience relative to what would be expected in the year-long afterschool program. Results further indicate that changes in interest assessed in OST may be positively moderated by the approach to (and measurement of) interest studied, as well as by program features such as whether they provide multidisciplinary offerings and designed programing that is independent of school, tutor facilitated, had trained educators, and lasted a significant period of time.

Out-of-school science education institutions, such as museums, science centres, zoos and aquaria, have strong potentials to promote sustainability, yet seem to lack an operational definition of sustainability that aligns with their specific characteristics and institutional remit. Here, we use the anthropological theory of didactics to systematically develop such an operational definition, designated as the reference model. We draw on literature from research and practice to account for the features of sustainability science and policy, as well as the different specific strengths of out-of-school science education institutions, to identify unique potentials for sustainability education. These potentials are synthesised and illustrated in a set of institutionally specific guidelines that optimise the organisation of sustainability for each kind of out-of-school science education institution. We conclude by considering the implications of our findings for sustainability education. Out-of-school science education institutions, such as museums, science centres, zoos and aquaria, have strong potentials to promote sustainability, yet seem to lack an operational definition of sustainability that aligns with their specific characteristics and institutional remit. Here, we use the anthropological theory of didactics to systematically develop such an operational definition, designated as the reference model. We draw on literature from research and practice to account for the features of sustainability science and policy, as well as the different specific strengths of out-of-school science education institutions, to identify unique potentials for sustainability education. These potentials are synthesised and illustrated in a set of institutionally specific guidelines that optimise the organisation of sustainability for each kind of out-of-school science education institution. We conclude by considering the implications of our findings for sustainability education.

This article focuses of 13 high school boys’ experiences of getting into “trouble” in a former Colouredi township high school in KwaZulu-Natal Province. This ethnographic study explored the reasons for boys being considered “troublesome” ii at school. Data collection included focus groups, semi-structured open-ended individual interviews and non-participant observation. Using the social constructionist perspective of masculinity as an analytical lens, the findings show that these boys’ schooling experiences are fraught with anti-schooling, anti-academic and anti-authoritarian attitudes and behaviours. They construct themselves as dominant, unafraid and unwilling to conform to school rules, which brings them into conflict with authorities. While some of the group expressed determination to ameliorate their lives, others dropped out of school prematurely. Teacher attitudes are central to either perpetuating “trouble” or being sensitive to these boys’ schooling woes. Keywords: anti-academic; anti-authoritarian; Coloured; ethnography; high school; masculinities; “trouble”; “troublesome”; working class

Previous research based on the trans-contextual model proposes that autonomous motivation in physical education (PE) is transferable to an out-of-school leisure-time (LT) context. However, only cross-sectional and unidirectional analyses have been conducted. The present study used a longitudinal design assessing N = 1681 students (M = 14.68 years) on two occasions, measuring the following constructs: perceived need for support in PE, motivational regulation during PE and LT, attitude, subjective norm, perceived behavioral control, intention, and physical activity behavior. Findings based on mixed effect models revealed that autonomy, competence, and relatedness support of the PE teacher were positively related to autonomous motivation. Moreover, similar motivational regulation types were found to significantly cross-lag across contexts. Through longitudinal mediation analyses, further support for the impact of autonomous motivation on physical activity, mediated by intention, attitude, and perceived behavioral control, was found. Suggestions for educational stakeholders regarding how to promote students&rsquo, autonomous motivation are provided.

The research described in this thesis demonstrates how adolescents (aged 13-16 years) have different, parallel interests, in terms of what they report in relation to their future as well as in everyday life. A large part of adolescents for example showed similar levels of interest in a combination of vocational domains, whereas other adolescents showed specific interest in one particular domain. Adolescents engage in their interests in parallel contexts (at home, school, or with peers) and are able to make connections between these multiple worlds. We found that adolescents are not only interested in leisure or media content, as may be expected, but that school is also part of adolescents’ interest in daily life. Interests can emerge through participating in school, but school can also play a role in triggering or supporting interests outside of school (such as gaming). This thesis was the first to examine adolescents’ real-time engagement with their interests in daily life on a larger scale, using a smartphone app. Extensive analysis of daily interest experiences over time has taught us that an experience of interest may change from moment-to-moment, as each situation is different in terms of the opportunities it provides and how adolescents interpret it. Moreover, interests tend to be specific to a person, as each individual is developing a unique sense of self in adolescence. As a consequence, interest development is hard to predict, as interest sustainment depends on different processes related to the person, its objects of interest and contexts in daily life.

El objetivo de este estudio es analizar los procesos de participación estudiantil en función de la valoración de los estudiantes en el espacio escolar. Mediante un enfoque etnográfico, se aplicó una técnica participativa a estudiantes de seis escuelas chilenas. Los resultados señalan que estos demandan una mayor participación en los espacios escolares. Desean participar dentro y fuera de la escuela y reinventar las prácticas educativas más tradicionales. Su propósito sería desarrollarse personalmente, mejorar la experiencia escolar y tomar decisiones. Además, valoran en forma positiva la capacidad e integridad de sus pares y de manera negativa la de los adultos.

As dropping out of school is considered a violation of moral norms, the family associated with the drop out can react with anger directed toward the pupil or with anger directed at others that might know of the drop out. In our vignette study (N = 129), we found that anger at others and anger at the pupil were significantly higher if our community participants imagined a drop out from a vocational education rather than a general education. As expected, anger directed at others was fully explained by a concern for the family’s social-image (i.e., a concern for condemnation by others), while anger directed at the former pupil was fully explained by a concern for the family’s self-image (i.e., a concern for their moral self-image). Thoughts for how to better understand family reactions in relation to drop out are discussed.

Across the Commonwealth schools and colleges have closed. UNESCO estimates that 70% of students globally are out of school, jeopardising progress towards the Sustainable Development Goal (SDG) 4 ed...

Research: The goal of this study is to understand the experiences of Black and Latino former high school students who dropped out, or were pushed out, of a large urban school district in Southern California. Specifically, this paper examines the barriers students faced that contributed to them leaving high school and their journey afterward. Thirty-nine former high school students who &ldquo, dropped out&rdquo, or were pushed out of school, 61.5% males (n = 24) and 38.5% females (n = 15), were interviewed. Findings: The findings indicate the use of punitive truancy control for dealing with health and psychological needs of students, transportation issues, personnel&ndash, student relationships, and standardized testing. Examining the experiences of students who have been pushed out of school can help educators and policy makers address some of the inequities within schools. Results: We argue that pushout prevention can be developed by changing truancy and other discipline policies in schools. Implications from this study help us understand how we can better support students before they are pushed out.