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The 2017-18 National Teacher and Principal Survey (NTPS) is a state and nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. NTPS collects data on core topics including teacher and principal preparation, classes taught, school characteristics, and demographics of the teacher and principal labor forces. This report presents selected findings from the Public and Private School Data Files of the 2017-18 NTPS, representing results of the second collection of NTPS. The 2017-18 NTPS uses a school-based sample of public and private schools. All principals associated with the sampled public and private schools were also included in the sample. Teachers associated with a selected school were sampled from a list of teachers that was provided by the school, collected from school websites, or purchased from a vendor. The purpose of this First Look report is to introduce new data through the presentation of tables containing descriptive information. Three appendices are included in the report.

Extended learning opportunities (ELOs) provide safe, structured learning environments for students outside the traditional school day. ELOs include afterschool and summer learning programs as well as before-school, evening, and weekend programs. ELOs come in many forms and can include tutoring, volunteering, academic support, community service, organized sports, homework help, and art and music programs. ELOs are based in schools, 21st Century Community Learning Centers, child care centers, and community-based organizations, such as 4-H Clubs and Boys and Girls Clubs. No matter where they are located, ELOs complement what children and youth learn during school in ways that support student success. For this reason, effective ELOs should be considered an integral part of state elementary and secondary (K-12) education systems. All ELOs, however, do not produce similar results. In fact, low quality ELOs fail to show positive impacts and can even have negative effects on children. Therefore, governors, chief state school officers, and other state leaders should act to support the development, sustainability, and availability of high quality ELOs. To improve ELO quality, state leaders have initiated efforts to develop program standards, create program self-assessment tools, and provide technical assistance to local programs. State leaders can build on and strengthen these efforts by integrating them into a broader state ELO quality system. State leaders can take the following actions to implement a comprehensive state ELO quality system: (1) Establish an ELO quality team of key stakeholders to envision, develop, and administer a state ELO quality system; (2) Identify federal and state funding sources to support ELO quality; (3) Specify state goals for ELOs and set research-based ELO program standards; (4) Measure the extent to which ELOs meet program standards and demonstrate expected results.; (5) Provide incentives to improve ELO quality; (6) Support a strong ELO workforce; and (7) Connect students with high quality ELOs. Implementing these seven strategies can help state leaders boost ELO quality to better support children, families, and communities. This guide discusses why high quality ELOs are important, the features of high quality ELOs, state actions to develop an ELO Quality System (detailing each of the seven actions listed above), and next steps. (Contains 113 notes.)

This revised edition of "Prisoners of Time" is designed to refocus attention on the critical issue of using time as a resource for teaching and learning. It contains the same text as the original report but also includes some up-to-date examples of the creative and productive ways in which schools can use time. State and local education leaders are called upon to take on this agenda as an important opportunity to improve student learning across a broad range of skills-and thus the economic and civic strength of the country. Appended are: (1) Members of the National Education Commission on Time and Learning; (2) Letter of Transmittal; (3) Acknowledgments; and (4) Glossary. [This report was funded by a grant from Washington Mutual to the Education Commission of the States, with support from Learning Point Associates.]

Background: This is the fourth formal report describing the efficacy of the full-day, every day kindergarten program in the St. James School Division which was initiated in one school located in an economically-disadvantaged neighborhood in the 1997-1998 school year. The success of this undertaking led to the extension of the program in 1998-1999, from one class at Brooklands School to two classes at Stevenson-Britannia, plus two, three-quarter day classes at Crestview. In the three-quarter day pattern, one kindergarten class began the school year attending full-days and alternated to half-days in February, while the other class did the reverse. This group of children began the school year attending kindergarten half-days and then switched to full-days halfway through the school year. The three-quarter-day arrangement resulted in cost saving benefits because instead of two, full time staff, only one full-time and one half-time teacher were required. In 2000-2001, the three-quarter day option was also introduced at Buchanan and Heritage Schools, resulting in six, three-quarter day kindergarten classes across the division. The Zakaluk and Straw evaluation in 2002, however, showed that there was no compelling evidence to continue the three-quarter day option, even though students who attended full-day, every day from February until June had higher achievement levels than those who attended kindergarten full time at the beginning of the year. As a consequence, the three-quarter day kindergarten option was discontinued. From 2001-2002 to the present, a total of nine, full-day, every day kindergarten classes have been offered in five schools located in economically disadvantaged neighborhoods across the division. Purpose: The purpose of the current report was to determine whether the findings from Year VII of the implementation of the full-day kindergarten project (2003-2004) confirmed the positive findings from the previous years by comparing the performance of the full-day students with that of half-day kindergarten students: (1) in a control school in a relatively similar socio-economic area; (2) across the division in schools in which students from more middle class and affluent neighborhoods were enrolled in half-day programs; and (3) in the same schools before the institution of the full-day, every day program--a half-day cohort group. A second major focus was to determine the long-term effects of the full-day, every day program. The Setting was the St. James-Assiniboia School Division, Winnipeg, Manitoba. Study Sample: All kindergarten students in the school division over seven years. Students were followed up to Grade 3. Intervention: An all-day, every-day kindergarten program compared to a half-day program. The Research Design was quasi-experimental. Control or Comparison Condition: Students who did not attend the expanded kindergarten program. Data Collection and Analysis: The first major question considered the pre- and post-test reading performance of students in the full-day, every-day kindergarten classes in comparison to students in a control group school located in a slightly higher socio-economic level who received a half-day program. A second major question examined the reading performance of students in the full-day, every-day kindergarten program compared to the other students in the division who attended the half-day program and were from more advantaged neighborhoods than those who attended the full-day program at the end of kindergarten. This question compared the end-of-year reading performance of the full-day, every-day kindergarten students with the performance of students in the same target schools before the program was implemented. The final major question explored how the reading achievement of students in the full-day, every-day kindergarten program compared to the reading achievement of students who attended kindergarten half-day after the completion of Grades 1, 2, and 3. Analysis of variance with repeated measures was employed to address the questions, and effect sizes are reported. Findings: Findings indicated that students from less affluent neighbourhood who attended a full-day, every-day kindergarten program consistently outperformed students from a similar neighbourhood who attended a half-day program. Those students also out-performed a cohort group made up of students from previous years who had attended a half-day program. It was found that these students also were equal to or surpassed the performance of students in the half-day program from more affluent neighbourhoods, both at the end of kindergarten and at the end of grade 3. Conclusion: The overall conclusion from the statistical comparisons using control group, division-wide, and cohort group data was that, cumulatively, the performance of the full-day kindergarten students was equal to or surpassed the performance of students in the half-day kindergarten groups as assessed by all early reading achievement measures. Results evaluating the long-term effects of the full-day kindergarten program on reading achievement levels reinforced this conclusion. By the end of grade three, the full-day students from less advantaged neighbourhoods were reading at the grade four level, which is above grade placement, and matching approximately the performance levels of their peers from more affluent neighbourhoods. Citation: Zakaluk, B. L., Straw, S. B., & Smith, K. E. (2005/2009). The efficacy of an all-day, every-day kindergarten program: A seven-year cumulative report for the St. James-Assiniboia School Division. Unpublished paper, Faculty of Education, University of Manitoba, Winnipeg.

After-school programs have grown rapidly in recent years, spurred by rising employment rates of mothers, pressure to increase academic achievement, and concerns about risks to children who are unsupervised during after-school hours. The percentage of public schools offering "extended day" programs (which include before- and after-school programs) more than tripled from 1987 to 1999, from about 13 percent to 47 percent. The federal government's investment in after-school programs has grown rapidly as well. Funding for the 21st Century Community Learning Centers program, created in 1994, rose from $40 million in 1998 to $1 billion in 2002. The program now provides funding to 2,250 school districts to support school-based programs in 7,000 public schools. Some studies of after-school programs have found that these programs increase academic achievement and student safety, as well as reduce negative behaviors such as drug and alcohol use. However, other studies have found that after-school programs have no effect on--and even worsen--certain outcomes, leading to debate over whether the evidence supports increased investment in after-school programs. Four appendixes include response rates and data quality, study design and methods for estimating impacts, sensitivity tests and results for alternative specifications, and subgroup tables.

This report documents the efficacy of the full- and three-quarter-day kindergarten options instituted in economically disadvantaged areas in the St. James-Assiniboia School Division (Manitoba, Canada) for the school years 1999-2000 and 2000-2001. The report describes findings from a comprehensive set of data analyses covering the literacy performance of students in both kindergarten options for each of the years 1999-2000 and 2000-2001. The emergent literacy performance of students in each option was first compared to the performance of students in 1997-1998, before implementation of the extended-day project (cohort group) and then to divisional norms in each year of implementation. Next, performance in each year was compared to the performance of a control group and, at the same time, to the performance of students in the regular half-day program. The final comparisons, and perhaps the most corroborative, examined literacy task gains from the beginning to the end of the 2000-2001 school year, the year in which complete pretest/posttest control and division-wide data sets were available. Since complete pre- and posttest control and division-wide data for numeracy were not available, evaluation of numeracy development in 1999-2000 was based on a comparison of the full-day option and the three-quarter-day option only. Results indicated that, in terms of literacy development, attending full-day kindergarten is superior to attending three-quarter or half day kindergarten. Regarding numeracy, across two years of the study, no firm conclusions can be drawn about the effectiveness of the extended day programs except that in year 2 the full-day students appeared to grow more rapidly on all the numeracy measures. Recommendations include: consider eliminating the three-quarter-day kindergarten option; continue to monitor early literacy and numeracy performance of kindergarten students; and provide ongoing support for kindergarten school staff. Contains 42 references and numerous unnumbered tables, graphs, and figures. Five tables are appended. (NKA)

This booklet provides schools with ideas for using their afterschool programs in new and effective ways to promote student achievement and meet the needs of students and community. It illustrates a variety of activities, separated by subject matter, that are available through the U.S. Department of Education (DOE). These activities include reading programs that integrate a high-quality reading effort so that all children can read well by the end of the third grade. Two DOE programs--America Reads Work-Study Program and the Reading Excellence Program--are described. The next section details suggestions for mathematics instruction and includes a description of the American Counts Challenge, a multifaceted initiative to help all students boost their achievement in mathematics. Other materials include college-readiness outreach programs, such as Project GRAD and the Early Scholars Outreach Program; teacher recruitment in afterschool programs, including advice on how to integrate teacher training; technology in afterschool programs; the arts and afterschool programs; strong, safe, disciplined, and drug-free schools; and parent-involvement tips, such as accommodating family schedules and making afterschool programs affordable. Contact information and other sources of information are listed at the end of each section. (RJM)

This skill packet presents training information on extended opportunities for student learning (before- and after-school programs, extended time, or extended school programs). The packet offers implementation suggestions, such as explaining what skills trainers need, how to prepare for delivering the packet, tips for working with adults, how to deliver the packet, and how to set up the training room. The next section describes the organization of packet materials. The materials in the skill packet are organized by activities and are described in a Packet Overview. These activities are arranged sequentially and described on individual direction sheets. Each activity direction sheet is formatted with the activity name at the top, a matrix giving the time necessary to carry out the task, the purpose of the activity, the setting, and materials and equipment needed. The direction sheet is divided into two columns. On the left are actions trainers should take to carry out the activity, along with necessary equipment and materials. On the right, the trainer is given a more complete explanation of how to do the activity. Following a packet overview and discussion of outcomes, five activities are detailed: setting the stage, completing the checklist, creating a vision, developing an action plan, and wrapping up and evaluation. A session evaluation form, bibliography, questions, program evaluation information, and suggested readings are included. (SM)

Keeping schools open longer--before and after school, and during the summer--can turn schools into "Community Learning Centers." By keeping school doors open during nontraditional school hours, the school provides students, parents, and the community with access to valuable educational resources. This guidebook outlines the steps needed to successfully convert a school into a community learning center and lists resources for further information and assistance. The guidebook provides concrete suggestions for estimating typical costs, developing a community-learning-center budget, building consensus and partnerships, conducting a community assessment of needs and resources, designing an effective program, considering logistical issues, obtaining qualified staff, and evaluating a program's accomplishments. The guidebook also lists resource organizations, resource activities at and publications from the U.S. Department of Education, and federal resources. Appendices define typical costs, outline the elements of quality in child-care programs and the elements of a budget worksheet, and offer strategies for building consensus, designing an effective program, handling logistical issues, recruiting qualified staff, evaluating the program. (Contains 25 references.) (LMI)

This report summarizes fall 1995 student enrollment in credit classes on the official census date (45th day of classes) at Pima Community College (PCC) in Arizona. The number of students (head count) and full-time student equivalents (FTSE) are categorized by campus and the time of day students attend classes. Comparisons with head count and FTSE data from the previous four years are displayed in tables and graphs. Time of day of attendance is compared to fall 1994 data. Figures indicate that PCC fall enrollments increased between 1991 and 1992, but have steadily declined thereafter, with district enrollment decreasing by 2,309 students between fall 1992 and fall 1995. The five-year pattern varied from campus to campus. An enrollment management plan at one campus that increased class size, reduced the number of class offerings, and changed some classes from credit to non-credit status is cited as a possible contributing factor for the decline. A noteworthy trend is the relatively greater decline in extended day enrollment (enrollment in any class taught after 5:00 p.m. or with a whole starting day of Friday, Saturday, or Sunday) throughout the district as compared to day enrollment. (PGS)

The Title I program, the federal government's largest elementary and secondary school program, has been redesigned in order to make improvements in the nation's poorest schools. This handbook comprises the second of two volumes that provide examples of schools and communities working together to provide children with more time to learn. The book includes detailed profiles of 14 programs that extend learning time for disadvantaged students in diverse settings. The featured programs base their activities on goals specifically set to address students' needs. Each of the program descriptions provides information on school context and major program features such as academic focus, organizational management/structure, professional environment, funding, parent and community involvement, cultural inclusiveness, and assessment and accountability. Implementation issues and evidence of program success are also highlighted. The programs illustrate how Title I, working with schools and communities, can contribute to enhanced learning outside of the traditional school day, work, or year. Appendices contain contact information, a list of planning resources, and a planning/implementation checklist. (LMI)

The Title I program, the federal government's largest elementary and secondary school program, has been redesigned in order to make improvements in the nation's poorest schools. This brochure describes a two-volume book that provides examples of schools and communities working together to provide children with more time to learn. The strategies provided in the book suggest that Title I, working with schools and communities, can contribute to enhanced learning outside of the traditional school day, work, or year. The featured programs base their activities on goals specifically set to address students' needs. Promising practices include the following: careful planning and design; links between the extended time and the regular academic program; a clear focus on using extended time effectively; a well-defined organization and management structure; parent and community involvement; a strong professional community; cultural sensitivity; a continuous search for funding; a willingness to resolve and work around obstacles; extended-time tutoring and homework-help sessions; and thoughtful evaluations of program success. (LMI)

Since 1969-70, the National Catholic Educational Association (NCEA) has published a statistical report on Catholic elementary and secondary schools in the United States. This year's report contains the core school enrollment and staffing data of the NCEA historical file. Also included are data on Chapter 1 services, extended care programs, school boards of education, and coeducational and single-sex schools. The first part of the report presents a summary of the demographic trends affecting both public and private education. This is followed by specifics about Catholic schools based on information submitted by 174 archdiocesan and diocesan offices of education and state Catholic conferences. Population trends show increasing numbers of students at preschool and elementary age levels, continuing the trend that has seen Catholic preschool enrollment increase by over 400% since 1982-83. In 1994-95 there were 8,293 Catholic schools serving 2,618,567 students. Of these schools, 3,830 were urban, and 1,022 were in the inner city. Most faculty members (89.8%) were lay men and women. Three appendixes provide detailed summary reports of educational statistics. (Contains 25 exhibits.) (SLD)

This document presents information for Saskatchewan administrators who are considering rescheduling the traditional school day or school year. It discusses reasons for changing school schedules and identifies educational, societal, and economic concerns around the change. Steps in the change process include: evaluation/needs assessment; design/validation; implementation/verification; and maintenance/continuation. A sample checklist of criteria for assessing school-calendar proposals is included. Successful examples of school-calendar changes are also highlighted, such as the 4-day week, extended school-year programs, rotating terms, flexible designs, and mandatory attendance designs. The final section describes the various educational, societal, economic, employee, and legislative concerns that any calendar-change program must face. A list of contact groups is included. (LMI)

The Extended Day Enrichment Program in Orlando, Florida, is designed to enrich elementary school children's lives educationally, socially, culturally, emotionally, and physically, and to provide them with a safe and familiar setting after school. The program is a fee-supported community education program operated by Orange County (Florida) Public Schools and follows Florida Department of Education standards. A variety of recreational, social, and academically oriented activities plus a snack and homework time are a part of the daily program. This handbook contains all pertinent information for implementing and operating the program. Section 1 provides background information on the program and explains how to get a program started. Section 2 outlines registration procedures, and section 3 details the fee structure and financial operation of the program. Section 4 covers over 20 daily program operations. Some of these include attendance procedures, illness, insurance, program evaluation, field trips, and abandoned children. Section 5 outlines the program's personnel procedures and covers topics such as staffing, training, and salary guidelines. Section 6 contains copies of school board policies and significant administrative memos. Section 7 provides samples of several forms necessary for managing the program. (TJQ)

Core school enrollment and staffing data are presented from the historical file of the National Catholic Education Association. Data are also presented for Chapter 1 services, extended care programs, and coeducational and single-sex schools. The first part of the report presents a summary of demographic trends with an impact on public and private education. Information is based on reports submitted by 174 diocesan and archdiocesan offices of education or state Catholic conferences. Trends show increasing numbers of students at the preschool and elementary school levels, with an increase in Catholic preschool enrollment of nearly 300 percent in the last decade. In 1992-93, there were 8,423 Catholic schools, 7,174 of which were elementary schools. The total number of Catholic students had increased by 16,767 since the preceding year, to 2,567,630. Numbers and percentages of minority students reflect population trends in 1992-93. The percentage of minority students had more than doubled since 1970-71 and continued to increase. In 1992-93, 3,937 Catholic schools were in urban areas, and non-Catholics represented 12.3 percent of the total Catholic school enrollment. Almost 88 percent of the faculty were lay men and women. Students in 5,306 Catholic schools were eligible for Chapter 1 services. Twenty-one exhibits present data on the Catholic schools. Appendix A is a summary report of basic school statistics in table form. Appendix B lists states with enrollment increases. Appendix C is a summary report of supplemental data by region. (SLD)

Too many students are falling through the cracks of our educational system and dropping out of school. A program called Extended-Day School (EDS) was implemented in Franklin County, Tennessee, to help high school students with specific subjects. EDS sought to deal with several problems of at-risk students: fewer study aids, little parent involvement, incomplete homework, and low test scores and grades. In the EDS program students who were failing a subject were given a temporary incomplete rather than a failing grade. After the regular school day was over, the student would work on skills and concepts not mastered in class with a teacher or tutor. At the end of the 6-week program, the student was given the grade earned in EDS in place of the incomplete. The basic concept of the program was that students were not allowed to fail. A study of EDS participants found that 86 percent were successful. A significantly higher percentage of black students utilized EDS than were represented in the student population. However, race was not a factor in success in the program. Black males did have a lower level of success than black females. (JPT)

Since 1969-70 the National Catholic Educational Association has published a statistical report on Catholic elementary schools and secondary schools in the United States. This year's report contains the core school enrollment and staffing data of the Association's historical file, and includes data from a survey on extended care programs and Chapter 1 services. The first part of the report presents a summary of the demographic trends that affect public and private education. Comparisons are made with other private schools and with the public sector. Population trends show increasing numbers of students at preschool and elementary school age levels. Catholic preschool enrollment tripled between 1982 and 1992, while elementary school enrollment has increased in 35 states. In 1991-92, there were 8,508 Catholic schools, of which 1,269 were secondary schools. The total number of Catholic school children was 2,550,863. About 23 percent of the students were members of minority groups. In 1991-92, non-Catholic students represented 12 percent of Catholic school enrollment. The student-teacher ratio for Catholic prekindergarten through grade-12 schools was 16.6. Extended care was offered by 3,087 elementary schools. Students in 4,323 Catholic elementary schools and 191 Catholic secondary schools received Chapter 1 services. There are 21 exhibits illustrating the discussion, and 3 appendixes provide additional summary reports. (SLD)

This publication addresses issues concerning the application of the law to extended-day Catholic schools. The first chapter provides an overview of extended care. In the second chapter, sources of the law that are applied to extended care programs are described. Canon law affects Catholic schools. Catholic schools are also subject to four types of civil law: (1) constitutional law; (2) federal and state statutes and regulations dealing with issues such as sexual and handicapped discrimination; child abuse; and fingerprinting and criminal checks; (3) common law; and (4) contract law. In the third chapter, legal issues for extended care programs that involve tort law are considered. Tort suits in schools are generally of four classes: (1) negligence, which requires the presence of a duty; a breach of duty; a proximate cause; and an injury; (2) corporal punishment; (3) search and seizure; and (4) defamation of character. The fourth chapter notes that extended care parent handbooks should address issues such as the program philosophy, admission policies, the program schedule, daily release, the discipline code, field trips, health and safety, emergency procedures, considerations regarding noncustodial parents and other relatives, program and student evaluations, and parents' signed agreement to the provisions of the handbook. A bibliography of 14 items, and a list of unpublished extended care materials, are included. (BC)

This report provides information about the use of extended time strategies by local Chapter 1 programs and offers practical guidance for district and school staff who are considering adoption of the strategies. The report focuses on five basic strategies for extending instructional time for Chapter 1 students: (1) extended day kindergarten; (2) home-based instruction; (3) before- and after-school instructional activities; (4) Saturday sessions; and (5) summer or extended school year programs. Findings are drawn from research regarding the effectiveness of increased instructional time and Chapter 1 extended time strategies in raising student achievement, and case studies of twelve Chapter 1 extended time projects that represent the basic strategies addressed in this report. An executive summary is provided, followed by an introduction (Chapter 1), which focuses on the report's purpose, the case for extended time strategies, sources of information, and methodology. Chapter 2 summarizes evidence on the value of increased instructional time for students. Chapter 3 describes the design and operation of extended-time Chapter 1 programs in selected districts. Chapter 4 discusses conclusions and implications. Profiles of 11 extended time projects and relevant documentation are provided in appendices. (RH)

Noting the increase in school-based extended-day programs, this Issue Brief updates and expands upon previous findings by presenting data on extended-day programs drawn from the 1987-88, 1990-91, and 1993-94 Schools and Staffing Surveys, conducted by the National center for Education Statistics. Findings include the following: (1) availability of extended-day programs increased in all types of elementary schools, but were more often found in private schools than in public schools; (2) extended-day programs were least available in rural schools; (3) extended-day programs were consistently more available in high-minority schools than in low-minority schools; (4) in 1993-94, participation in extended-day programs was higher in high-poverty schools than in low- or medium-poverty schools, although availability of programs in these schools was similar; (5) the availability of extended-day programs increased more in Catholic schools than in other private schools--by 1993-94, similar percentages of Catholic and nonsectarian private schools offered extended-day programs. The data suggest that schools are responding to the need for non-parental care of children, and that the higher participation rate in high-poverty areas may signify the success of efforts to provide poor children with opportunities to extend their learning. Findings raise additional research questions such as: do differences in program availability reflect differences in demand, is availability adequate to meet the needs of single-parent and dual-working-parent families, and what percentage of students participating in extended-day programs do so because of parental interest in academic enrichment versus child care? (HTH)

ExpandED Schools (formerly TASC) has spent the past 17 years helping schools and community organizations find the right partners. This resource guide offers a guide to the strategic questions school teams might ask themselves and their potential partners to have the best outcomes for young people. The following attachment is included: School Interview Items.

In 1994, the National Education Commission on Time and Learning (NECTL) published "Prisoners of Time," an eye-opening study into how much schools are governed by the clock and calendar, and how families, administrators, and teachers are subsequently affected. This report expands and updates the 1994 report, adding informative questions and answers addressing a variety of critical issues in education, including time reform, instructional configurations, before- and after-school programs, school readiness, poverty, and technology; updated statistics; and current reports on five schools featured in the 1994 report for their unique educational programs and skillful use of time. (HTH)

Drawing on the experiences in a wide range of countries, this book highlights the advantages and problems of multiple-shift educational systems. Practical suggestions are offered for more effective operation of schools caught in the conflict between extending access and minimizing unit costs and maintaining educational quality. Following an introduction that defines multiple-shift schooling and outlines its purposes, part 1 presents a framework for analysis, with attention to multiple-shift schooling models and three types of cost analysis. Part 2 discusses the policy-making process with regard to economic, educational, and social factors. Strategies for making schools work are presented in the third part, which involve school organization and scheduling, staffing and management, and maintaining educational quality. Part 4 offers suggestions for: (1) identifying priorities; (2) assessing cost effectiveness; (3) recognizing the possibility of different policies for different levels; and (4) considering the social context in policy implementation. One table, illustrations, and case study material in separate boxes accompany the text. The annotated bibliography lists 17 references. (LMI)

This guidebook begins with a definition of the term "latchkey," which is followed with guidelines for Alaskans interested in starting a program for latchkey children. Discussion focuses on: (1) surveying parents; (2) determining costs; (3) planning space; (4) developing a culturally sensitive curriculum that is responsive to the special problems of school-age children; (5) hiring staff; (6) describing jobs and limiting staff turnover; (7) training staff; (8) obtaining insurance; (9) becoming licensed through the Alaska Department of Health and Social Services; (10) obtaining certification through the Alaska Department of Education; and (11) conducting program evaluation and monitoring. A sample parent survey form, a checklist for use in organizing a program, a sample budget, and a year-long staff training schedule are included in the text. The concluding section contains brief discussions of a few model latchkey programs in Alaska and federal legislation authorizing funds for school-age child care programs. A list of resource agencies, associations, and publications is also provided. (RH)

This is a guide for the North Carolina Extended School Day Program, an alternative education program which provides youth with the opportunity to complete high school in an environment conducive to meeting their needs. The extended school day program is an extension of the regular public school and is an integral part of the comprehensive high school program, serving students who have dropped out and those who need additional credit while still attending regular day school. Late afternoon and evening classes are provided to accommodate the working student. The administration section of the guide discusses management of curriculum, budget, staff, support and service programs, and facilities. Program offerings, instructional strategies, assessment, and resources are discussed in the instructional program section. The section on support programs discusses outreach, in-school services, and community services. The appendices, which comprise one-half of the document, include suggestions of effective practices currently in use by some of the state's local extended school day programs. (ABL)

This booklet presents some of the administrative considerations and activities associated with the initiation of an extended day care program for parochial elementary school students. Introductory sections describe a typical extended school day and discuss the social need for extended school day programs because of the increased number of working parents. Next, the benefits of a Catholic school extension program to working families, to the schools themselves, and to the educational growth and development of students are identified. The following section of the booklet describes several obstacles to establishing a program, including administrative burdens, concerns about working mothers, lack of available program space, and financial concerns. Administrative planning is discussed in the next section, including policy considerations, needs assessment, suggestions for a startup sequence and timetable, and staffing. Last, sample forms of the following items are provided: program handbook, pupil application form, teacher contract, and an emergency card. (DST)

The Title I program, the federal government's largest elementary and secondary school program, has been redesigned in order to make improvements in the nation's poorest schools. This handbook comprises the first of two volumes that provide examples of schools and communities working together to provide children with more time to learn. The book describes promising strategies used by 14 programs to extend learning time for disadvantaged students in diverse settings. The strategies provided in the book suggest that Title I, working with schools and communities, can contribute to enhanced learning outside of the traditional school day, work, or year. The featured programs base their activities on goals specifically set to address students' needs. Promising practices include the following: careful planning and design; links between the extended time and the regular academic program; a clear focus on using extended time effectively; a well-defined organization and management structure; parent and community involvement; a strong professional community; cultural sensitivity; a continuous search for funding; a willingness to resolve and work around obstacles; extended-time programs which reinforce particular skills needed in the classroom; and thoughtful evaluations of program success. The report has three chapters. Chapter 1 presents the rationale for extended-time programs, drawing on research that examines the relationship between time and achievement for disadvantaged students. It also discusses the background and purpose of the book, describes the criteria for selecting the programs, and provides brief descriptions of the programs. The second chapter identifies promising practices associated with these programs, the challenges they face, and the solutions that some have found. The third chapter draws conclusions about extending learning time for disadvantaged students. (Contains 59 references.) (LMI)

This publication offers suggestions for making more productive use of time, a scarce and valued educational resource. The chapter authors, authorities on the use of educational time, write about how to extend and enhance learning time within and outside schools. In "Productive Use of Time," Herbert Walberg describes how learning time can be extended and enhanced by using psychological principles. In "Cycles, Rhythms, and the Meaning of School Time," Michael Connelly and Jean Clandinin suggest that annual cycles of holidays and weekly cycles (such as review and assessment) create rhythms of experience that control the intensity of instruction. Lorin Anderson, in "What Time Tells Us," differentiates among several kinds of educational time to provide insights on classroom management, instructional quality, and student learning. In "Changing the Cosmology of the School Schedule," Fenwick English discusses nonlinear scheduling alternatives. Charles Ballinger argues in "Year-Round Education: It's Time" that it is possible to introduce flexibility into the organization of the school year. Laurence Steinberg shows, in "The Use of Out-of-School Time," that extracurricular activities influence students' learning and classroom engagement. The final chapter summarizes recommendations for extending and enhancing learning time. (LMI)

This handbook describes extended-day programs in Alabama schools as an alternative for after-school care. The handbook defines extended-day programs and discusses their rationale and benefits. It further discusses: (1) staffing, including employee procedures and job description; (2) enrollment, including registration procedures, and parent and teacher responses; (3) tuition and fees; (4) recordkeeping; (5) curriculum, including the daily routine, enrichment programs, and disciplinary policy; (6) health and safety issues; (7) the provision of information to schools by the state and the sources of such information; and (8) the state resource library. A series of appendices includes samples of a program description; an operating policy statement; a parent survey form; a personnel procedures list; a job description; a registration form; a payment record form; a schedule of activities; a disciplinary policy statement; and a safety and disaster plan. (BC)

Results are presented of a telephone survey of 800 citizens indicating their opinions about the public schools in Michigan. Questions were asked on: (1) level and scope of information known about the schools; (2) school visitation frequency; (3) performance of schools; (4) report card rating of schools; (5) likes, dislikes about the schools; (6) biggest problem of the local Board of Education; (7) awareness of the State Board of Education's "Blueprint for Action"; (8) reaction to: longer school day and year, proposed graduation requirements, suggested uses of competency tests, proposals to increase state funding, and the proposal to certify school administrators; (9) support for a system of accreditation of local schools; (10) opinions on teacher salaries and the teaching profession, on school funding/spending practices, and on six other recommendations for local districts; (11) willingness to pay more school taxes; (12) familiarity with Homestead Property Tax Credit; and (13) opposition/support for District consolidation/ annexation. The composition of the survey sample is also given. The overview includes a copy of the questionnaire, in which responses are reported in percentages. (JD)

Teachers of extended day kindergarten classes and regular kindergarten classes are encouraged to help the poor risk child, who demonstrates the potential for having difficulty with the academics of first grade, by identifying the child's levels in reading readiness, developing the hows and whys of learning (teaching the child how to learn), emphasizing language skills that support reading, and always reading to the child. Discussion of these approaches points out additional techniques teachers can use to improve reading readiness. Appended to the discussion is an outline of reading readiness skills with coordinated lists of expectations for student performance and suggested learning activities provided for association, visual, auditory discrimination, and language skills. (RH)

Existing evidence suggests an association between mood, time-of-day and Morningness-Eveningness (M-E). Since few studies have been carried out among adolescents, in this study daily mood fluctuations were analyzed in the naturalistic school context during two days in order to test how chronotype and time-of-day are related to mood during the school schedule period and check if sleep length is involved in the above relation. A sample of 655 adolescents (12-16 years) reported mood levels (current level of pleasantness) three times during school day (8:10-8:30 h, 10:20-11:40 h, 13:50-14:10 h). They also reported M-E preference and time in bed. Neither age nor sex was related to mood. However, the results indicated that regardless of chronotype mood increased throughout the school day from the lowest morning levels. Moreover, morning types showed better mood compared to other chronotypes, while evening types exhibited the lowest mood. Evening oriented students slept less than other chronotypes, but time in bed was not involved in the relationship between chronotype and mood. These results suggest that it is not shortened sleep duration responsible for decreased mood in evening oriented students., Ministerio Economía y Competitividad (MINECO), Ministerio Ciencia e Innovación (MICINN), National Science Centre (Polonia), Depto. de Personalidad, Evaluación y Psicología Clínica, Fac. de Psicología, TRUE, pub

RESUMEN: Este texto tiene como objetivo hacer un balance del conocimiento sobre educación integral que se ha elaborado en el PPGE/UFOPA como resultado del proyecto PROCAD Las experiencias pedagógicas de las políticas de educación integral en la Amazonía: red de investigación y formación. Se procedió a constituir el balance de producción considerando dos aspectos básicos: 1. Qué instrumentos, técnicas y supuestos metodológicos se utilizaron en las disertaciones; 2. Qué conclusiones y supuestos teóricos sobre la educación integral estuvieron presentes en las investigaciones. Los resultados indican que las disertaciones utilizan fuentes documentales, legales y entrevistas como instrumentos metodológicos; las políticas contemporáneas apuntan a la ampliación de la jornada laboral a cargo de la escuela y no garantizan las condiciones necesarias para el funcionamiento de las acciones de ampliación de la jornada laboral y de formación integral; además, con frecuencia las políticas se descontinúan y dificultan que los proyectos institucionales consoliden y organicen el trabajo pedagógico de manera articulada con los proyectos., RESUMO: Este texto tem por objetivo fazer um balanço dos conhecimentos sobre educação integral elaborados no PPGE/UFOPA como resultado do projeto PROCAD As experiências pedagógicas das políticas de educação integral na Amazônia: rede de pesquisa e formação. Procedemos à constituição do balanço das produções considerando dois aspectos básicos: 1. Quais os instrumentos, técnicas e pressupostos metodológicos foram empregados nas dissertações; 2. Quais as conclusões e pressupostos teóricos sobre educação integral foram presentes nas investigações. Os resultados apontam que as dissertações utilizam fontes documentais, legais e entrevistas, como instrumentos metodológicos; as políticas contemporâneas apontam para ampliação da jornada sob responsabilidade da escola e não garantem as condições necessárias para o funcionamento das ações de ampliação da jornada e de formação integral; além disso, as políticas frequentemente são descontinuadas e dificultam que os projetos institucionais se consolidem e organizem o trabalho pedagógico de maneira articulada aos projetos.  &nbsp, This text aims to take stock of the knowledge on comprehensive education that has been elaborated in the PPGE/UFOPA as a result of the PROCAD project The pedagogical experiences of comprehensive education policies in the Amazon: research and training network. We proceeded to constitute the balance of productions considering two basic aspects: 1. What instruments, techniques and methodological assumptions were used in the dissertations; 2. What conclusions and theoretical assumptions about integral education were present in the investigations. The results indicate that the dissertations use documental and legal sources and interviews as methodological instruments; contemporary policies point to the expansion of the working day under the responsibility of the school and do not guarantee the necessary conditions for the functioning of actions to extend the working day and comprehensive training; in addition, policies are frequently discontinued and make it difficult for institutional projects to consolidate and organize pedagogical work in an articulated way with projects.

RESUMEN: Este texto tiene como objetivo hacer un balance del conocimiento sobre educación integral que se ha elaborado en el PPGE/UFOPA como resultado del proyecto PROCAD Las experiencias pedagógicas de las políticas de educación integral en la Amazonía: red de investigación y formación. Se procedió a constituir el balance de producción considerando dos aspectos básicos: 1. Qué instrumentos, técnicas y supuestos metodológicos se utilizaron en las disertaciones; 2. Qué conclusiones y supuestos teóricos sobre la educación integral estuvieron presentes en las investigaciones. Los resultados indican que las disertaciones utilizan fuentes documentales, legales y entrevistas como instrumentos metodológicos; las políticas contemporáneas apuntan a la ampliación de la jornada laboral a cargo de la escuela y no garantizan las condiciones necesarias para el funcionamiento de las acciones de ampliación de la jornada laboral y de formación integral; además, con frecuencia las políticas se descontinúan y dificultan que los proyectos institucionales consoliden y organicen el trabajo pedagógico de manera articulada con los proyectos., RESUMO: Este texto tem por objetivo fazer um balanço dos conhecimentos sobre educação integral elaborados no PPGE/UFOPA como resultado do projeto PROCAD As experiências pedagógicas das políticas de educação integral na Amazônia: rede de pesquisa e formação. Procedemos à constituição do balanço das produções considerando dois aspectos básicos: 1. Quais os instrumentos, técnicas e pressupostos metodológicos foram empregados nas dissertações; 2. Quais as conclusões e pressupostos teóricos sobre educação integral foram presentes nas investigações. Os resultados apontam que as dissertações utilizam fontes documentais, legais e entrevistas, como instrumentos metodológicos; as políticas contemporâneas apontam para ampliação da jornada sob responsabilidade da escola e não garantem as condições necessárias para o funcionamento das ações de ampliação da jornada e de formação integral; além disso, as políticas frequentemente são descontinuadas e dificultam que os projetos institucionais se consolidem e organizem o trabalho pedagógico de maneira articulada aos projetos.  &nbsp, This text aims to take stock of the knowledge on comprehensive education that has been elaborated in the PPGE/UFOPA as a result of the PROCAD project The pedagogical experiences of comprehensive education policies in the Amazon: research and training network. We proceeded to constitute the balance of productions considering two basic aspects: 1. What instruments, techniques and methodological assumptions were used in the dissertations; 2. What conclusions and theoretical assumptions about integral education were present in the investigations. The results indicate that the dissertations use documental and legal sources and interviews as methodological instruments; contemporary policies point to the expansion of the working day under the responsibility of the school and do not guarantee the necessary conditions for the functioning of actions to extend the working day and comprehensive training; in addition, policies are frequently discontinued and make it difficult for institutional projects to consolidate and organize pedagogical work in an articulated way with projects.

This paper intends to contribute to the field of public policy implementation, carried out from an investigation that focused on the translations and interpretations by the parties involved in the implementation of the ‘Turno Único’, a policy to extend school time in Rio de Janeiro. Considering the scarcity of studies in the educational field dedicated to the agents implementing policies (A. OLIVEIRA, 2019; MUYLAERT, 2020), we discuss conceptually the relevance of the interactions and the discretionary spaces that these actors use when implementing the policies (LOTTA, 2015). We analyzed the role of bureaucracies (LIPSKY, 2010 levels) and their interaction, in a qualitative research design that involved interviews and focus groups. The results point out to contextual and contingent features that permeate the interactions and decision making in the implementation of the policy., O presente artigo pretende contribuir com o campo dos estudos sobre a implementação das políticas públicas educacionais a partir dos resultados de uma investigação que se se dedicou às traduções e interpretações dos sujeitos envolvidos no processo de implementação do Turno Único, política de ampliação da jornada escolar no Rio de Janeiro. Considerando a escassez de pesquisas no campo educacional que se voltem para os agentes implementadores das políticas (OLIVEIRA, 2019; MUYLAERT, 2021), discutimos conceitualmente a relevância das interações e do uso dos espaços de discricionariedade que estes atores empreendem na implementação de políticas (LOTTA, 2015). Analisamos o papel das burocracias em diferentes níveis (LIPSKY, 2010) e sua interação, em um desenho qualitativo que envolveu entrevistas e grupos focais. Os resultados apontam para as características contextuais e contingenciais que permeiam as interações e tomadas de decisão na implementação da política., El presente artículo pretende contribuir al campo de estudios sobre la implementación de políticas públicas educativas a partir de los resultados de una investigación que se dedicó a las traducciones e interpretaciones de los sujetos involucrados en el proceso de implementación del Turno Único, una política para ampliar la jornada escolar en Rio de Janeiro. Considerando la escasez de investigaciones en el campo educativo que se enfoquen en los agentes implementadores de políticas (OLIVEIRA, 2019; MUYLAERT, 2020), se discute conceptualmente la relevancia de las interacciones y el uso de espacios discrecionales que estos actores emprenden en la implementación de políticas (LOTTA, 2015). Analizamos el rol de las burocracias en diferentes niveles (LIPSKY, 2010) y su interacción, en un diseño cualitativo que involucró entrevistas y grupos focales. Los resultados apuntan para las características contextuales y de contingencia que permean las interacciones y la toma de decisiones en la implementación de la política.

Physical inactivity and obesity have important implications for health. Achieve 60 minutes per day of moderate physical activity (MPA) or vigorous is a recommendation of the World Health Organization (WHO) for children aged between 5 and 17 years. The school environment can be a generator of physical activity (PA) since early childhood education. The purpose of this study is to analyse the minutes of PA and its intensity in schoolchildren of 5 years during recess and to what extent its favours is reaching the recommendations of daily PA promoted by WHO. By monitoring 18 children for 8 days using the Garmin Vivofit Jr. wristband, were obtained the minutes of MPA and the number of steps (NS), disaggregated by time. The daily average of MPA was 87±16 minutes and 9100±1807 NS. During recess, schoolchildren reached an average of 16±4 minutes and 1666±370 NS. Statistically significant differences were found, both in minutes of MPA and in NS in favour of children (p < .001) and 50% more in days without rain compared with rainy days (p < .001). There were no significant differences in MPA (p = .20) or NS (p = .16) depending on the semester of birth. In the recess in the infantile age it reached approximately 25% of the MPA recommended by the WHO.

Bakgrund: Den dagliga fysiska aktiviteten hos barn minskar, nya aktiviteter och intressen som utförs framför dator är en bidragande faktor till detta. Ökat stillasittande kan leda till ett flertal konsekvenser. Fysisk aktivitet kan motverka detta och bidrar till förbättrad kondition, muskelstyrka, blodtryck, blodfetter, bentäthet och BMI hos barn och unga i skolåldrarna. Syfte: Att sammanställa hur fysisk aktivitet under skoldagen för elever (åldern 6–19) påverkar skolprestationen. Metod: Denna systematiska litteraturstudie baseras på 13 vetenskapliga artiklar. Studierna har en kvantitativ ansats, och var genomförda med randomiserade kontroll studier RCT). En kvalitetsgranskning av materialet gjordes med hjälp av GRADE. Resultat: I resultatet framkommer inget enhälligt resultat gällande hur fysisk aktivitet påverkar elevers skolprestation. Studierna visar i stället på tre huvudområden som sammanfattas till positivt resultat på skolprestation efter intervention, ingen förändring på skolprestation efter intervention och slutligen andra effekter av intervention. Slutsats: Ingen generell slutsats har kunnat dras gällande ökad fysisk aktivitet och elevers skolprestation. Endast en liten del kan ha påverkats negativ av interventionen ökad fysisk aktivitet under skoldagen. Generellt kan ingen negativ påverkan ses på elevernas skolprestation efter interventionerna. Forskning visar också på att elever som hade fått ta del av dessa insatser utveckla färre problem med ångest, jämfört med barn i en kontrollgrupp., Background: The daily physical activity of children decreases, new activities and interests performed in front of a computer are a contributing factor to this. Increased sedentary lifestyle can lead to a few consequences. Physical activity can counteract this and contribute to improved fitness, muscle strength, blood pressure, blood fats, bone density and BMI in children and adolescent of school age. Aim: To compile how physical activity during the school day for students (age 6-19) affects school performance. Method: This systematic literature study is based on 13 scientific articles. The studies have a quantitative approach and were conducted with randomized control studies (RCT). A quality review of the material was done with the help of GRADE. Result: The result does not show a unanimous result regarding how physical activity affects students' school performance. Instead, the studies show three main areas that are summarized as a positive result on school performance after intervention, no change in school performance after intervention and finally other effects of intervention. Conclusion: No general conclusion has been drawn regarding increased physical activity and students' school performance. Only a small part may have been negatively affected by the increased physical activity during the school day. In general, no negative impact can be seen on students' school performance after the interventions. Research also shows that students who have taken part in these interventions develop fewer problems with anxiety, compared with children in a control group.

Bakgrund: Den dagliga fysiska aktiviteten hos barn minskar, nya aktiviteter och intressen som utförs framför dator är en bidragande faktor till detta. Ökat stillasittande kan leda till ett flertal konsekvenser. Fysisk aktivitet kan motverka detta och bidrar till förbättrad kondition, muskelstyrka, blodtryck, blodfetter, bentäthet och BMI hos barn och unga i skolåldrarna. Syfte: Att sammanställa hur fysisk aktivitet under skoldagen för elever (åldern 6–19) påverkar skolprestationen. Metod: Denna systematiska litteraturstudie baseras på 13 vetenskapliga artiklar. Studierna har en kvantitativ ansats, och var genomförda med randomiserade kontroll studier RCT). En kvalitetsgranskning av materialet gjordes med hjälp av GRADE. Resultat: I resultatet framkommer inget enhälligt resultat gällande hur fysisk aktivitet påverkar elevers skolprestation. Studierna visar i stället på tre huvudområden som sammanfattas till positivt resultat på skolprestation efter intervention, ingen förändring på skolprestation efter intervention och slutligen andra effekter av intervention. Slutsats: Ingen generell slutsats har kunnat dras gällande ökad fysisk aktivitet och elevers skolprestation. Endast en liten del kan ha påverkats negativ av interventionen ökad fysisk aktivitet under skoldagen. Generellt kan ingen negativ påverkan ses på elevernas skolprestation efter interventionerna. Forskning visar också på att elever som hade fått ta del av dessa insatser utveckla färre problem med ångest, jämfört med barn i en kontrollgrupp., Background: The daily physical activity of children decreases, new activities and interests performed in front of a computer are a contributing factor to this. Increased sedentary lifestyle can lead to a few consequences. Physical activity can counteract this and contribute to improved fitness, muscle strength, blood pressure, blood fats, bone density and BMI in children and adolescent of school age. Aim: To compile how physical activity during the school day for students (age 6-19) affects school performance. Method: This systematic literature study is based on 13 scientific articles. The studies have a quantitative approach and were conducted with randomized control studies (RCT). A quality review of the material was done with the help of GRADE. Result: The result does not show a unanimous result regarding how physical activity affects students' school performance. Instead, the studies show three main areas that are summarized as a positive result on school performance after intervention, no change in school performance after intervention and finally other effects of intervention. Conclusion: No general conclusion has been drawn regarding increased physical activity and students' school performance. Only a small part may have been negatively affected by the increased physical activity during the school day. In general, no negative impact can be seen on students' school performance after the interventions. Research also shows that students who have taken part in these interventions develop fewer problems with anxiety, compared with children in a control group.

Physical inactivity and obesity have important implications for health. Achieve 60 minutes per day of moderate physical activity (MPA) or vigorous is a recommendation of the World Health Organization (WHO) for children aged between 5 and 17 years. The school environment can be a generator of physical activity (PA) since early childhood education. The purpose of this study is to analyse the minutes of PA and its intensity in schoolchildren of 5 years during recess and to what extent its favours is reaching the recommendations of daily PA promoted by WHO. By monitoring 18 children for 8 days using the Garmin Vivofit Jr. wristband, were obtained the minutes of MPA and the number of steps (NS), disaggregated by time. The daily average of MPA was 87±16 minutes and 9100±1807 NS. During recess, schoolchildren reached an average of 16±4 minutes and 1666±370 NS. Statistically significant differences were found, both in minutes of MPA and in NS in favour of children (p < .001) and 50% more in days without rain compared with rainy days (p < .001). There were no significant differences in MPA (p = .20) or NS (p = .16) depending on the semester of birth. In the recess in the infantile age it reached approximately 25% of the MPA recommended by the WHO.

The purpose of this study is to analyze how the pedagogical, management and support components are being developed in each educational institution to benefit the achievement of learning. For which, directors, Sub-directors, pedagogical coordinators and teachers of the different educational institutions of secondary level with a full school day of UGEL 04 were interviewed. The scope of previous works at national and international level, as well as scientific articles and thesis, which served to enrich the research. The research approach is qualitative, the type of basic research and documentary and phenomenological design information was collected through the interview and the documentary review of different legal regulations. The scope of this research is aimed at contributing to the development of the components of the full school day educational service model in order to guarantee quality learning in students., La finalidad del presente estudio es analizar cómo se viene desarrollando los componentes pedagógico, de gestión y de soporte en cada institución educativa en beneficio del logro de aprendizajes. Para lo cual se entrevistó a directores, Sub directores, Coordinadores pedagógicos y docentes de las diferentes instituciones educativas de nivel secundaria con jornada escolar completa de la UGEL 04. Se consideró los alcances de trabajos previos a nivel nacional e internacional, así como también artículos científicos y tesis, que sirvieron para enriquecer la investigación. El enfoque de investigación es cualitativo, el tipo de investigación básica y de diseño documental y fenomenológico se recopiló información a través de la entrevista y la revisión documental de diferentes normas legales. El alcance de la presente investigación está dirigido a contribuir en el desarrollo de los componentes del modelo de servicio educativo jornada escolar completa a fin de garantizar aprendizajes de calidad en los estudiantes.

This article aims to analyze the school days in European Union countries, systematizing similarities and differences between education systems. The compared analysis involved fifteen member countries and focused on the descriptive and comparative phases of the classical comparative method. School days are socio-historical and cultural constructions, which result in sometimes convergent, sometimes divergent policies in the region. In general, the compulsory school day in European countries is from 5 to 6 hours per day. However, there are many features, including investment in policies that integrate curricular and extracurricular activities, as supervised socio-educational times. Through compared analysis, it was possible to identify perspectives and alternatives to the school day configuration to better answer to the demands and needs of the subjects of education., Cet article vise à analyser la durée de la journée scolaire des pays de l’Union européenne et systematiser les similitudes et les différences entre les systèmes éducatifs. L’analyse comparée a porté sur quinze pays membres et s’est concentrée sur les phases descriptive et comparative de la méthode comparative classique. Les journées scolaires sont des constructions socio-historiques et culturelles, qui entrainent des politiques tantot convergentes, tantot divergentes dans la région. En général, la journée scolaire obligatoire dans les pays européens est de 5 à 6 heures par jour. Cependant, il existe de nombreuses spécificités, notamment l’investissement dans des politiques intégrant les programmes d’études, les activités parascolaires et les périodes socio-éducatives supervisées. Grâce à une analyse comparative, il a été possible d’identifier des perspectives et des alternatives à la configuration de la journée scolaire afin de mieux répondre aux demandes et aux besoins des sujets de l’éducation., O presente artigo tem como objetivo analisar as jornadas escolares de países da União Europeia, sistematizando semelhanças e diferenças entre os sistemas educativos. A análise comparada envolveu quinze países-membros e focalizou as fases descritiva e comparativa do método comparativo clássico. As jornadas escolares são construções sócio-históricas e culturais, o que resulta em políticas ora convergentes, ora divergentes na região. De forma geral, a jornada escolar compulsória dos países europeus é de 5 a 6 horas diárias. No entanto existem muitas especificidades, entre as quais o investimento em políticas que integram atividades curriculares, extracurriculares e tempos socioeducativos supervisionados. Por meio da análise comparada foi possível identificar perspectivas e alternativas à configuração da jornada escolar para melhor responder às demandas e necessidades dos sujeitos da educação., Este artículo tiene como objetivo analizar las jornadas escolares de países de la Unión Europea, sistematizando similitudes y diferencias entre los sistemas educativos. El análisis comparado involucró a quince países miembros y se centró en las fases descriptiva y comparativa del método comparativo clásico. Las jornadas escolares son construcciones sociohistóricas y culturales, que resultan en políticas a veces convergentes y otras veces divergentes en la región. En general, la jornada escolar obligatoria en los países europeos es de 5 a 6 horas al día. Sin embargo, hay muchas especificidades, entre ellas la inversión en políticas que integran actividades curriculares, extracurriculares y tiempos socioeducativos supervisados. A través del análisis comparado fue posible identificar perspectivas y alternativas a la configuración de la jornada escolar para responder mejor a las demandas y necesidades de los sujetos de la educación.

This essay aims to analyze some fundamentals that support the formulation and implementation of extended school day policies: integration between formal and non-formal education, ​​idea of educating city, notion of educational territory, notion of intersectoriality, intergovernmental relations approach and policy network approach. The empirical knowledge shows that these aspects, in whole or in part, have supported political strategies in some countries. The integration of theses six fundamentals made possible the elaboration of an analytical scheme called Integrative Approach. This approach is, at the same time, a model of analysis and management of public policies, which allowed the systematization of some proposals for the formulation and implementation of extend school day policies., Este ensaio teve como objetivo analisar alguns fundamentos que embasam a formulação e a implementação de políticas de ampliação da jornada escolar: articulação entre educação formal e educação não formal, ideia de cidade educadora, noção de território educativo, noção de intersetorialidade, enfoque de relações intergovernamentais e abordagem de redes de políticas. O conhecimento empírico mostra que esses aspectos, no todo ou em parte, têm fundamentado estratégias políticas em vigor em alguns países. A articulação entre esses seis fundamentos possibilitou a elaboração de um esquema analítico denominado Enfoque Integrador. Esse enfoque é, ao mesmo tempo, modelo de análise e modo de gestão de políticas públicas, o que permitiu a sistematização de algumas proposições à formulação e implementação de políticas de ampliação da jornada escolar., Este ensayo tiene como objetivo analizar algunos fundamentos que embasan la formulación y la implementación de políticas de ampliación de la jornada escolar: integración entre educación formal y educación no formal, idea de ciudad educadora, noción de territorio educativo, noción de intersectorialidad, enfoque de las relaciones intergubernamentales y abordaje de redes de políticas. El conocimiento empírico muestra que esos fundamentos, en el todo o en parte, han embasado estrategias políticas presentes en algunos países. La integración entre esos seis fundamentos posibilitó la elaboración de un esquema analítico denominado Enfoque Integrador. Ese enfoque es, al mismo tiempo, modelo de análisis y modo de gestión de políticas públicas, lo que ha permitido la sistematización de algunas proposiciones para la formulación y la implementación de políticas de ampliación de la jornada escolar.

Introduction. The study analyzed the levels of cardio-healthy physical activity (CHPA) of elementary school children in the school day and the hierarchy of predictive factors. Methodology. A cross-sectional, prospective, correlational, and inferential study. Fifty-eight children (32 boys and 26 girls) (11.88 ± 0.32 years) enrolled in 24 schools provided data of sexual phenotype, weight type, cardiac endurance, aerobic capacity, social and emotional expressiveness, anxiety, sociometric type, sedentary level, type of center, and school day. After registering the subjects’ heart rate with Polar® monitors for 5 consecutive school days, the CHPA was analyzed (time spent in an effort of e»50% HR reserve). Subsequently, correlational analysis and decision tree technique were carried out to determine the hierarchical relationship of CHPA predictive factors (á = 0.05). Results and conclusions. Boys would reach more CHPA than girls at recess (pmin/sem = 0.03; p% time/sem = 0.02). Among the former, the popular ones would accumulate more CHPA than the rest (R2 = 38.85). Schoolchildren with lower aerobic endurance would accumulate more CHPA in Physical Education than the rest (R2 = 8.39). Those who show intermediate rates of emotional expressiveness would achieve more CHPA than the rest in Artistic and other minority school activities, where active and very active introverts would achieve more CHPA than little active and sedentary introverts (R2 = 30.09). The ecological model is insufficient to explain the level of CHPA of school children during the school day., Introducción. El estudio analizó los niveles de actividad física cardiosaludable (AFCS) de los escolares de primaria en la jornada escolar y la jerarquía de factores predictores de dicha conducta activa. Metodología. Estudio transversal, prospectivo, correlacional e inferencial. Se recabaron datos de diferente naturaleza (fenotipo sexual, tipología ponderal, resistencia cardiaca, capacidad aeróbica, expresividad emocional y social, ansiedad-rasgo, tipología sociométrica, nivel de sedentarismo, tipo de centro y jornada) en un total de 58 sujetos (32 niños y 26 niñas) (12 años) de 24 centros. Tras registrar la FC durante 5 jornadas escolares, se analizó el tiempo invertido en AFCS en FC e»50% FC de reserva. Posteriormente, se aplicó análisis correlacional y técnica árbol de decisiones determinando la relación jerárquica de rasgos predictores de AFCS (á= 0,05). Resultados y conclusiones. Los varones alcanzarían en el recreo más AFCS que las niñas (p min/sem =0,03; p% tiempo/sem =0,02). Los chicos populares acumularían más AFCS que el resto (R2 =38,85). Los escolares con una resistencia aeróbica inferior a la media acumularían más AFCS en Ed. Física que el resto (R2 =8,39). Quienes muestran índices intermedios de expresividad emocional alcanzarían más AFCS que el resto en Ed. Artística y otras actividades escolares minoritarias, donde los introvertidos «activos y muy activos» alcanzarían más AFCS que los introvertidos «poco activos y sedentarios» (R2 =30,09). El supuesto ecológico es insuficiente para explicar el nivel de AFCS de los escolares durante la jornada escolar.

The purpose of this study is to analyze how the pedagogical, management and support components are being developed in each educational institution to benefit the achievement of learning. For which, directors, Sub-directors, pedagogical coordinators and teachers of the different educational institutions of secondary level with a full school day of UGEL 04 were interviewed. The scope of previous works at national and international level, as well as scientific articles and thesis, which served to enrich the research. The research approach is qualitative, the type of basic research and documentary and phenomenological design information was collected through the interview and the documentary review of different legal regulations. The scope of this research is aimed at contributing to the development of the components of the full school day educational service model in order to guarantee quality learning in students., La finalidad del presente estudio es analizar cómo se viene desarrollando los componentes pedagógico, de gestión y de soporte en cada institución educativa en beneficio del logro de aprendizajes. Para lo cual se entrevistó a directores, Sub directores, Coordinadores pedagógicos y docentes de las diferentes instituciones educativas de nivel secundaria con jornada escolar completa de la UGEL 04. Se consideró los alcances de trabajos previos a nivel nacional e internacional, así como también artículos científicos y tesis, que sirvieron para enriquecer la investigación. El enfoque de investigación es cualitativo, el tipo de investigación básica y de diseño documental y fenomenológico se recopiló información a través de la entrevista y la revisión documental de diferentes normas legales. El alcance de la presente investigación está dirigido a contribuir en el desarrollo de los componentes del modelo de servicio educativo jornada escolar completa a fin de garantizar aprendizajes de calidad en los estudiantes.

O presente artigo tem como objetivo comparar a oferta de atividades extracurriculares no Brasil e na Espanha, no contexto de formulação e implementação de políticas de ampliação da jornada escolar. A análise focalizou as atividades extracurriculares que compõem as políticas de educação em tempo integral (Brasil) e as atividades extracurriculares após a jornada escolar (Espanha). A comparação entre os dois países foi feita com base nas legislações nacionais e num modelo de análise contendo 12 aspectos da formulação e da implementação de políticas. As normatizações nacionais indicam que as atividades extracurriculares contribuem para a formação integral e estabelecem elevada autonomia às unidades federativas (Brasil) e às escolas (Espanha). No caso brasileiro, as atividades extracurriculares no âmbito da educação em tempo integral são gratuitas, estão sob a responsabilidade dos profissionais da educação e ocorrem de forma integrada ao currículo escolar obrigatório. No caso espanhol, as atividades extracurriculares são custeadas pelas famílias, estão sob a responsabilidade de diferentes profissionais e ocorrem após a jornada escolar compulsória. A comparação entre Brasil e Espanha mostra que as estratégias político-pedagógicas de ampliação da jornada escolar estão diretamente associadas à função social da escola em cada país e à forma como articulam alguns elementos, entre os quais: educação formal e não formal, escolar e não escolar, curricular e extracurricular, compulsório e facultativo., This article aims to compare the offer of extracurricular activities in Brazil and Spain, in the context of formulating and implementing of extended school day policies. The analysis has focused on extracurricular activities that make up the full-time education policies (Brazil) and extracurricular activities after school hours (Spain). The comparison between the two countries was based on national legislation and an analysis model containing 12 aspects of policy formulation and implementation. National regulations indicate that extracurricular activities contribute to integral formation and establish high autonomy for federative units (Brazil) and schools (Spain). In the Brazilian case, extracurricular activities within the scope of full-time education are free, are under the responsibility of education professionals and are integrated with the compulsory school curriculum. In the Spanish case, extracurricular activities are paid by families, are under the responsibility of different professionals and occur after the compulsory school day. The comparison between Brazil and Spain shows that the strategies that make up the extended school day policies are directly associated with the social function of the school in each country and with the way in which they relation to some elements, among which: formal and non-formal education, school and non-school space, curricular and extracurricular, compulsory and optional., Este artículo tiene como objetivo comparar la oferta de actividades extraescolares en Brasil y España, en el contexto de la formulación e implementación de políticas de ampliación de la jornada escolar. El análisis se centró en actividades extraescolares vinculadas a políticas de educación a tiempo completo (Brasil) y actividades extraescolares después del horario lectivo (España). La comparación entre los dos países se basó en la legislación nacional y en un modelo de análisis compuesto por 12 aspectos de formulación e implementación de políticas. Las regulaciones nacionales indican que las actividades extraescolares contribuyen a la educación integral y establecen una elevada autonomía para las unidades federativas (Brasil) y las escuelas (España). En el caso brasileño, las actividades extraescolares dentro del ámbito de la educación a tiempo completo son gratuitas, están bajo la responsabilidad de los profesionales de la educación y se realizan de manera integrada al currículo escolar compulsorio. En el caso español, las actividades extraescolares son costeadas por las familias, están bajo la responsabilidad de diferentes profesionales y ocurren después del horario lectivo. La comparación entre Brasil y España muestra que las estrategias político-pedagógicas para expandir la jornada escolar están directamente asociadas con la función social de la escuela en cada país y con la forma como relacionan algunos elementos, entre los cuales: educación formal y no formal, escolar y no escolar, curricular y extracurricular, obligatoria y opcional.

O presente artigo tem como objetivo comparar a oferta de atividades extracurriculares no Brasil e na Espanha, no contexto de formulação e implementação de políticas de ampliação da jornada escolar. A análise focalizou as atividades extracurriculares que compõem as políticas de educação em tempo integral (Brasil) e as atividades extracurriculares após a jornada escolar (Espanha). A comparação entre os dois países foi feita com base nas legislações nacionais e num modelo de análise contendo 12 aspectos da formulação e da implementação de políticas. As normatizações nacionais indicam que as atividades extracurriculares contribuem para a formação integral e estabelecem elevada autonomia às unidades federativas (Brasil) e às escolas (Espanha). No caso brasileiro, as atividades extracurriculares no âmbito da educação em tempo integral são gratuitas, estão sob a responsabilidade dos profissionais da educação e ocorrem de forma integrada ao currículo escolar obrigatório. No caso espanhol, as atividades extracurriculares são custeadas pelas famílias, estão sob a responsabilidade de diferentes profissionais e ocorrem após a jornada escolar compulsória. A comparação entre Brasil e Espanha mostra que as estratégias político-pedagógicas de ampliação da jornada escolar estão diretamente associadas à função social da escola em cada país e à forma como articulam alguns elementos, entre os quais: educação formal e não formal, escolar e não escolar, curricular e extracurricular, compulsório e facultativo., This article aims to compare the offer of extracurricular activities in Brazil and Spain, in the context of formulating and implementing of extended school day policies. The analysis has focused on extracurricular activities that make up the full-time education policies (Brazil) and extracurricular activities after school hours (Spain). The comparison between the two countries was based on national legislation and an analysis model containing 12 aspects of policy formulation and implementation. National regulations indicate that extracurricular activities contribute to integral formation and establish high autonomy for federative units (Brazil) and schools (Spain). In the Brazilian case, extracurricular activities within the scope of full-time education are free, are under the responsibility of education professionals and are integrated with the compulsory school curriculum. In the Spanish case, extracurricular activities are paid by families, are under the responsibility of different professionals and occur after the compulsory school day. The comparison between Brazil and Spain shows that the strategies that make up the extended school day policies are directly associated with the social function of the school in each country and with the way in which they relation to some elements, among which: formal and non-formal education, school and non-school space, curricular and extracurricular, compulsory and optional., Este artículo tiene como objetivo comparar la oferta de actividades extraescolares en Brasil y España, en el contexto de la formulación e implementación de políticas de ampliación de la jornada escolar. El análisis se centró en actividades extraescolares vinculadas a políticas de educación a tiempo completo (Brasil) y actividades extraescolares después del horario lectivo (España). La comparación entre los dos países se basó en la legislación nacional y en un modelo de análisis compuesto por 12 aspectos de formulación e implementación de políticas. Las regulaciones nacionales indican que las actividades extraescolares contribuyen a la educación integral y establecen una elevada autonomía para las unidades federativas (Brasil) y las escuelas (España). En el caso brasileño, las actividades extraescolares dentro del ámbito de la educación a tiempo completo son gratuitas, están bajo la responsabilidad de los profesionales de la educación y se realizan de manera integrada al currículo escolar compulsorio. En el caso español, las actividades extraescolares son costeadas por las familias, están bajo la responsabilidad de diferentes profesionales y ocurren después del horario lectivo. La comparación entre Brasil y España muestra que las estrategias político-pedagógicas para expandir la jornada escolar están directamente asociadas con la función social de la escuela en cada país y con la forma como relacionan algunos elementos, entre los cuales: educación formal y no formal, escolar y no escolar, curricular y extracurricular, obligatoria y opcional.

BACKGROUND: Active breaks in the classroom have been shown to be effective for increasing children's physical activity, while simultaneously improving classroom behaviour outcomes. However, there is limited evidence on the feasibility and fidelity of these programs outside of the research context. The purpose of this study was to conduct a process evaluation to explore factors associated with feasibility and fidelity of a classroom active break (ACTI-BREAK) program designed to improve classroom behaviour and physical activity outcomes for children in primary (elementary) school Years 3 and 4. METHODS: Six schools (3 intervention; 3 control) and 374 children (74% response) were included in the ACTI-BREAK pilot cluster randomised controlled trial. The intervention involved teachers implementing 3 × 5-minute moderate-intensity ACTI-BREAKS into their classroom routines, daily. This study focuses on the responses of students (n = 138) and their teachers (n = 7) who participated in the ACTI-BREAK intervention group. Intervention fidelity was assessed by number of ACTI-BREAKS completed per class per day; minutes spent in moderate-intensity physical activity (accelerometry) per ACTI-BREAK; change in physical activity from baseline to mid- and end- intervention. Intervention feasibility was explored through telephone interviews (teachers), questionnaires and focus groups (students), and teacher observations of acute effects on classroom behaviour. Qualitative data were analysed using thematic analyses; acute effects on classroom behaviour and change in physical activity were explored using paired t-tests; questionnaire data were described as frequencies. RESULTS: Teachers implemented two ACTI-BREAKS/day on average, mostly of light-intensity physical activity. Physical activity increased from baseline to mid-, but not baseline to end-intervention; classroom behaviour improved immediately following ACTI-BREAKS. Barriers to implem