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Objectives: The purpose of this study was to investigate the factors related to relapse within six months of cessation of smoking in out-of-school adolescents. Methods: The study included 45 adolescents who applied to the outreaching smoking cessation service provided by Daejeon Tobacco Control Center between July 2015 and March 2017 and maintained the abstinence for four weeks since registering for the service. The data on the participants were collected from the Integrated Information System for Smoking Cessation Services and analyzed using The Kaplan-Meier analysis and the Cox proportional hazard model. Results: Our results indicated that the rate of smoking relapse within six months was 75.6%. The variables related to this relapse were attempts to quit smoking in last one year and frequency of counseling. Adolescents who had previously tried to quit smoking were more likely to relapse than those who had never tried quitting (hazard ratio [HR]=4.24; 95% confidence interval [CI]=1.38-13.02). Additionally, if the number of counseling sessions to quit smoking was nine or more, the likelihood of relapse was reduced as compared to when the sessions were five or less. (HR=0.19; 95% CI=0.06-0.60 for ≥9 vs. ≤5 sessions). Conclusion: Our results indicate that it is necessary to offer continued and consistent counseling, focusing on their confidence in quitting, for out-of-school adolescents to discourage a relapse of smoking.

Designers in out-of-school spaces often negotiate the meaning of mathematics as part of the design process, determining what to include in classes and exhibits both implicitly and explicitly. This analysis suggests that instead of keeping these conversations behind the scenes, we should foreground them for participants. In doing so, we may actually be helping to expand their sense of what counts as mathematics as they participate in legitimate communal activity. The focal analysis examines the case of one participant in a knitting summer camp as she encounters the mathematics that the facilitator deemed necessary to move the knitting project forward. Together they negotiate whether their work counts as knitting or as mathematics, and what the consequences for that designation are for how they make sense of the activity. I argue that this kind of encounter has the potential to build bridges between everyday and school mathematics and thus to broaden participation.

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.

Aim: The use of various substances is very common among the populace. These agents are readily abused by adolescents and youths who are introduced to these substances at an early age in life. This thus leads to abuse and misuse that eventually has a catastrophic outcome to the society at large. The aim of this study was to determine the prevalence of substance use among in-school and out-of-school adolescents; a comparative analysis in Anambra State, Nigeria. Study Design: This was a cross-sectional comparative study. Place and Duration of Study: The study was conducted in schools, parks and markets of Onitsha municipal area of Anambra State, Nigeria, from September 2019-April 2020. Methodology: A total of 250 in-school and 250 out-of-school adolescents aged 10-19 years, within Onitsha municipal area was sampled through the use of a semi-structured interviewer administered questionnaire, that was adapted from a WHO designed instrument on drug use among non-student youths. Frequency distributions were developed, while associations between variables were tested using t-test, fisher’s test, and chi-square. Results: The results showed that most participants were males with mean ages of both sexes being 16.7 among the in-school and 16.1 in the out-of-school. There was statistically significant difference in alcohol consumption between in-school compared to out-of-school, p=0.001; and cigarette smoking, p=0.001. However, inhalants use was more among in-school compared to out-of-school, though not statistically significant. The overall prevalence of substance use was 58.4%, with 80.4% among the out-of-school compared to 36.4% with the in-school participants. Conclusion: Substance use is common among in-school and out-of-school adolescents. The prevalence of substance use was significantly higher among out-of-school compared to in-school adolescents. Parents should teach their children the dangers of substance abuse while Schools and governments should ensure inclusion of such in the curriculum.

In Pakistan, about 22.8 million children of school going age are out of school which is very alarming situation and second highest number in the World. Major portion of these OOSCs belong to deprived, marginalized community of Pakistan. Although Pakistan has promised under article 25A to educate all the boys and girls age of school going children but this yet not to be meet due to financial constraints. So to fill this gap an alternative comprehensive system is needed. Non Formal Education is recognized and understood as cost effective and flexible system to fill this gap. In context of Pakistan, despite of recognition of NFE, it has not received due attention due to lack political interest. However, in last few years it is seen progress in this sector and a Non Formal Education Policies are developed at province level e.g. Punjab Non Formal Education Policy and Sindh Non Formal Education Policy. The aim of study was to explore the strategies of Non Formal Education for education access to underprivileged community and its effectiveness in Punjab. The research was conducted in 100 NFBE schools in three districts of Punjab. It was a Quantitative survey research to explore the strategies, and impact of NFBE schools on community. Random sampling technique was used to select the sample. Data was collected from officers, teachers, students and their parents. Data was collected through Questionnaires. It was found that NFE system was imparting cost effective, affordable, flexible, inclusive education at door step of deprived and marginalized community. It was recommended to allocate the more funds to scale up NFE system to cater the all OOSC. It was also recommended to amend and implement the Literacy Act 1987.

This study utilized the narrative inquiry and phenomenological research design. This inquiry aimed to explore and capture the eidetic life stories and hopes of the Out-of-School Youths. A total of five participants who were selected applying the chain-referral sampling took part in an individual open-ended and in-depth interview. The narratives of the participants were categorized into three. The first category is their life stories during their stay in School. It was noted that four themes emerged in this category, such as (1) struggle to live and to survive, (2) push, pull, and fall out, (3) Bully, bullied: Blended (4) low, lone, and leave. This study also highlighted the life stories of the participants after they dropped out of school. There were two themes generated: (1) Home, Haze, and bored; (2) easy go lucky. Moreover, the study also highlighted the hopes of the participants, and three themes appeared such as (1) hope for education and employment, (2) hope for the revival of their sense of pride and self-esteem, and (3) hope for support and assistance. Likewise, the researchers came up with initiatives to answer the hopes of the participants, to wit: (1) organization of Parent Teachers Association, (2) collaboration with the PSWD, DTI, and TESDA (3) collaborative extension programs between and among the different departments of the university.

This article traces some deficits related to the school dropping out and its essence as well as various personal qualities that can be considered as a prerequisite for the educational activity. The article presents various personal qualities that are associated with a positive attitude towards education and students' assessment of these qualities through the prism of ethnicity. The study shows the pursuit of qualities related to ethics in communication, sociability, autonomy, i.e. areas describing peer interactions and seeking independence from adults, and reducing control. These personal qualities do not depend on ethnicity. Adolescents strive for those qualities that allow them self-regulation, contact skills, and coping with their social world, in which, however, the school has its place.

Aims: The current study seeks to better understand the effects of input quantity, input quality, and output on the French vocabulary development of early-elementary school students attending a French–English dual language immersion (DLI) program in the United States. Design: The participants were 42 early-elementary students attending a French–English DLI program, who participated in a longitudinal study. At the beginning of the study, they experienced variability in out-of-school French input and output. Data and analysis: Data on out-of-school French input and output came from parents’ responses on a survey. Children’s French receptive vocabulary was measured using their scores on the Échelle de Vocabulaire en Images Peabody, while their French expressive vocabulary was measured using the number of different words employed on a picture description task. Their vocabulary skills were assessed over one year, and data from the five time points were used to fit a longitudinal growth model. Findings: Students who were exposed to more French input had higher scores on the French receptive vocabulary measure at baseline, whereas those who produced more French output had higher scores on the French expressive vocabulary measure at baseline. Maternal French proficiency had no significant effect on French receptive and expressive vocabulary scores at baseline. Originality: Few previous studies, if any, have analyzed the associations between input, output, and vocabulary development in the DLI context; that is, the extent to which children’s vocabulary trajectories in the partner language are affected by their out-of-school input and output experiences. Implications: Bilingual programs ought to emphasize both input and output in the target language given their unique contribution to children’s receptive and expressive language skills. Also, future research on bilingual vocabulary development should examine input and output in both languages.

Program wajib belajar sudah dilaksanakan sejak tahun 1994. Namun, rata-rata lama sekolah remaja di Provinsi Papua masih berada di bawah angka nasional dan merupakan rata-rata lama sekolah terendah di Indonesia. Sementara itu, angka melanjutkan ke jenjang SMA/sederajat di Provinsi Papua juga merupakan urutan terendah dan memiliki ketimpangan yang cukup jauh dibandingkan dengan Provinsi Papua Barat. Remaja seharusnya sedang atau sudah menamatkan wajib belajar 12 tahun. Namun, angka melanjutkan ke jenjang SMA/sederajat yang rendah mengindikasikan bahwa banyak remaja yang mengalami putus sekolah. Kejadian putus sekolah pada remaja akan mendorong remaja untuk memasuki pasar kerja lebih awal. Dengan menggunakan metode analisis ketahanan hidup, penelitian ini bertujuan untuk mengetahui latar belakang sosial-demografi dari remaja yang mengalami putus sekolah. Remaja yang berasal dari rumah tangga berstatus miskin memiliki risiko paling tinggi untuk mengalami putus sekolah. Remaja dengan KRT yang bekerja di sektor informal dan KRT yang tidak bekerja masing-masing memiliki risiko yang lebih tinggi untuk tidak menyelesaikan pendidikan dibandingkan remaja dengan KRT yang bekerja di sektor formal.

We report on national trends in STEM program quality using the Dimensions of Success (DoS), an empirical observation tool that provides a common definition of STEM program quality. We analyzed rati...

Exclusion in education takes into account “out-of-school children” or “dropouts” as well as all those who have never been to school and also those who are not in a position to attend school regularly. This study was conducted to assess the growth of literacy and enrolment trends of children in school education in terms of gender and caste in India and Punjab with special reference to rural areas. The dropout situation was also studied among children especially girls in school education and reasons for exclusion of children were also explored. Trends in educational indicators were analysed using qualitative as well as quantitative methods. Comparative analysis of literacy rates of India and Punjab revealed that Punjab has a higher literacy rate than India though India and Punjab both show increasing trends in the literacy rate. The number of females was found to be more illiterate than the males in both rural and urban areas of India. One out of every five males and one out of every three females in the country were found to be illiterate. These differentials in literacy rates are comparatively more pronounced in the districts falling in the Malwa belt of Punjab. In terms of enrolment, it was observed that the total enrolment was found to be higher at the primary stage. Enrolment was found to be comparatively lesser at upper primary stage. The secondary level had least enrolment. The percentage of never enrolled children was found to be higher than out of school and dropped-out children. The comparison of figures of Punjab with national figures indicated that the percentage of never enrolled children was higher in Punjab than national figures. Larger number of children from urban areas (4.77%) were found to be out of school than children from rural areas in Punjab. Out of school females (3.25%) were more than males (1.58%) and the percentage was much higher for rural areas than urban areas in Punjab. These values were even more than national figures. Therefore, the study concluded that a large number of girls especially from rural areas are still excluded from school education in Punjab.

Türkiye'de STEM eğitimi için yapılan araştırma sayısında son yıllarda bir artış gözlenmektedir. Ancak mevcut bilgimize göre, nitel araştırmalarda ortaya çıkan anlayışların birikimine ve sentezine yönelik yürütülmüş bir çalışma bulunmamaktadır. Mevcut çalışma, meta sentez yöntemini kullanarak, Türkiye’de STEM eğitimi ile ilgili yapılan çalışmaların nitel bulgularından yola çıkarak kapsamlı bir bakış açısı ve anlatı ile sunması yönüyle önem taşımaktadır. Araştırma bulgularının, mevcut durumu ortaya koyarak, gelecekte Türkiye'de STEM eğitimine yönelik yürütülecek çalışmalara yön göstermesi beklenmektedir. Bu amaçla toplam 12 çalışma incelenmiştir. Analiz neticesinde sürece dahil edilen çalışmaların nitel bulguları üç boyutu ortaya çıkartmıştır. Bu boyutlar okul içinde veya okul dışında yapılan STEM uygulamalarının sonuçlarına, STEM eğitimine yönelik bilişsel düzeydeki mevcut duruma ve öğretmen adaylarının STEM disiplinleri arasında ilişki kurmalarına odaklandığı belirlenmiştir. Bu boyutlar doğrultusunda tekrar incelenen çalışmaların nitel bulguları üç ortak tema altında sentezlenmiştir: 21. Yüzyıl Becerileri ve STEM Alanlarına Yönelik İlgi, Algı ve Görüşler ile STEM Disiplinleri Arasındaki İlişkilerdir. Araştırma sonucunda, öğretmenlere, öğretmen adaylarına ve araştırmacılara öneriler sunulmuştur., In recent years an increase in the number of researches for STEM education in Turkey is observed. However, to the best of our knowledge, there is no study on the accumulation and synthesis of the insights emerging in qualitative research. In the present study, using the meta-synthesis method, the studies related to STEM education in Turkey based on the qualitative findings to provide a comprehensive perspective and narrative aspect are important. Research findings -by revealing the current situation in Turkey- are expected to show the future direction of the work to be carried out for STEM education. For this purpose, a total of 12 studies were examined. Three dimensions appeared in consequence of these analyses. These dimensions are determined to focus on: Firstly, the results of STEM practices in or out of school; Secondly, the current situation at the cognitive level for STEM education, and thirdly; pre-service teachers' ability of interdisciplinary relationships of STEM. In line with these dimensions, the qualitative findings of the studies reviewed were synthesized under three common themes: 21st Century Skills and the STEM Interest, Perception and Opinions Towards STEM Fields, and the Relations between STEM Fields. As a result of the research, suggestions were given to teachers, teacher candidates, and the researchers.

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 analyzes the peculiarities of the formation and development of the system of out-of-school institutions of scientific and technical direction in Ukraine as the institutions of pupils’ leisure organization; in retrospect, the network of regional stations for young technicians describes the forms of group work on children’s and students’ technical creativity, focused on solving the challenges of time and the demands of the younger generation. On the basis of generalization of sources of historical experience, the ideological, functional, educational, and production value of additional educational services in out-of-school institutions is revealed. These kinds of services are essential for modern society and are directed on comprehensive harmonious development, preparation for life, and pupils’ professional realization by means of scientific and technical creativity It is established that the current state of extracurricular education development is based on the spiritual experience of generations and the idea of ‘child-centeredness,’ aimed at the development of scientific and technical creativity in the global context. The significance and semantic peculiarity of the group work on technical modeling as the link that is decisive for the pupils’ further choice of the profile of education and primary pre-professional orientation is substantiated. The best experience of out-of-school education institutions, the uniqueness of their structure, and the importance of highly qualified staff are considered; some regional features and specifics of the organization of scientific and technical creativity in the activity of out-of-school educational institutions are found out. The principles of coordination of activity of institutions of a scientific and technical direction, bases of realization of educational partnership at the level of the country in the form of carrying out of organizational and mass actions on various profiles of activity are outlined; the new course of reforming out-of-school educational institutions is focused on building internal quality assurance of educational services through structure, indicators, and criteria., У статті проаналізовано особливості формування і розвитку системи закладів науково-технічного напряму позашкільної освіти України як інституції організації дозвілля учнів; охарактеризовано в ретроспективі мережі обласних станцій юних техніків форми гурткової роботи з технічної творчості дітей і учнівської молоді, орієнтовані на вирішення викликів часу та запитів підростаючого покоління. На основі узагальнення матеріалів історичного досвіду виявлено ідеологічну, функціональну, освітню, виробничу цінність додаткових освітніх послуг закладів позашкілля як важливої для сучасного суспільства справи, спрямованої на всебічний гармонійний розвиток, підготовку до життя та професійної реалізації здобувачів освіти засобами науково-технічної творчості. Встановлено, що сучасний стан розвитку позашкільної освітньої галузі ґрунтується на духовному досвіді поколінь та ідеї «дитиноцентризму», скерований на розвиток науково-технічної творчості у світовому контексті. Обґрунтовано значущість і змістову особливість гурткової роботи з технічного моделювання як тієї ланки, що є визначальною для подальшого вибору учнями профілю навчання і первинної допрофесійної орієнтації. Розглянуто кращий досвід роботи закладів позашкільної освіти, унікальність їх структури, значення висококваліфікованого кадрового забезпечення; з’ясовано окремі регіональні особливості та специфіку організації науково-технічної творчості у діяльності комплексних закладів позашкільної освіти. Окреслено принципи координації діяльності закладів науково-технічного напряму, основи реалізації освітнього партнерства на рівні країни у формі проведення організаційно-масових заходів за різними профілями діяльності; новий курс реформування закладів позашкільної освіти зорієнтовано на побудову внутрішнього забезпечення якості освітніх послуг через структуру, індикатори, критерії.

This study investigates how and to what extent critical literacy activities in an out-of-school context serves as a space for bilingual immigrant children in the United States to solve their confli...

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.

Quality out-of-school reading programs have positive impact on students’ academic learning. However, the recruitment and retention of qualified teachers for such programs can be challenging. In thi...

In many contexts learners are enriching their limited contact with the foreign language in the classroom with unlimited contact outside the classroom thanks to the easy and immediate availability of the Internet and digital media. This study aimed to document the characteristics of the contact with English that a large sample of Catalan-Spanish learners have outside the classroom, to explore possible age- and gender-related differences, and to examine the association between out-of-school contact and classroom grades. The responses to a survey showed the type of activities in which young and old adolescents and young adults engage. The analyses showed differences between the three age groups, as well as large differences in the choices of males and females. The analysis of the association between respondents’ English-classroom grades and the different activities showed that reading had the highest positive correlation, followed by watching audiovisual material with L2 subtitles.

This study aimed to determine the impact of the extension activity to the Out-of-School Youth (OSY) of Life Project for Youth (LP4Y) in terms of English Communication skills. Descriptive research design was employed in this study. The respondents of the study were the 89 males and 92 females OSY of LP4Y. The data were analyzed and interpreted through the use of percentage, weighted mean, and t-test of dependent samples.The mean scores of the OSY in their English Communication Skills improved from the year 2014-2018, from very poor to very satisfactory, and their level of self-esteem improved also from very low to high.Based on the results of the interviewed conducted, the participants narrated that they were easily hired in terms of job opportunity. The researchers concluded that the CTE-ETS English Communication Skills for OSY of LP4Y has great impact to the life of the participants in terms of their English Communication Skills, self-esteem, and job opportunity, thus it is recommended to continue this kind of extension project to help the out-of-school-youth of present and future generation in alleviating their standard of living.

DEVELOPING ASSERTIVE BEHAVIOR WITH SOCIODRAMA TECHNIQUES TO PREVENT BULLYING BEHAVIOR. The influence of mass media has an impact on the spread of bullying behavior including in the school environment. The negative impact of student bullying becomes depressed, performance decreases, and can ultimately lead to students dropping out of school. Therefore it needs to be prevented so that it does not expand, and the school becomes a friendly and pleasant environment. The purpose of this research is to provide students with an understanding of bullying behavior that can occur at school, and students can prevent it by behaving assertively. One way to prevent bullying is to develop assertive student behavior. Through PTBK students are trained to prevent bullying behavior with the guidance of sociodrama techniques. The reader can develop a model of preventing bullying behavior in the same way or in other ways, so that the school becomes a pleasant and friendly environment.

El artículo propone un modelo de interpretación del abandono escolar de adolescentes de ambos sexos, a partir del enfoque del curso de vida y de un análisis de datos biográficos. Para ello, se fundamenta en una observación del entrelazado entre las trayectorias individuales, familiares e institucionales, y de los factores de vulnerabilidad que condicionan el abandono del sistema educativo. Mediante una investigación de corte cualitativo, constituida de historias de vida realizadas en una muestra de 33 adolescentes de 3 departamentos del Perú (Lima, Ayacucho y Pucallpa), el análisis de los resultados evidencia un conjunto de perfiles biográficos que confirman la diversidad del fenómeno. El modelo propuesto muestra que, en algunos casos, el abandono es el resultado de un proceso que se manifiesta por un deterioro progresivo e inalterado de la relación entre los adolescentes, la familia y la institución escolar, mientras que, en otros casos, se trata de la consecuencia de un evento detonante que marca una ruptura en el curso de vida de los adolescentes.

The collection of papers represented in the Integrative Research Review responds to the question: How can we study children’s/youth’s out of school experiences to inform classroom practices? Using a variety of lenses to address the question, the authors consider how to understand, respond to, and serve children and youth in a variety of contexts. Duke explores a quasi-experimental design showing the potential impact on student achievement and motivation in schools that incorporate literacy practices from children’s lives outside of school compared to the traditional curriculum. Bloome and Faust take a philosophical approach to explore the languaging of the relationship between students’ out-of-school lives and classroom practices and its implications for the construction of personhood by examining one classroom event from a microethnographic discourse analysis perspective. García-Sánchez highlights the methodological features that allow linguistic anthropologists to make visible the agentive and innovative character of immigrant children’s communicative practices in a variety of learning situations. Drawing on the transliteracies approach, Stornaiuolo considers work with a group of young people to study multimodal composing and the development of school makerspaces in a 6-year partnership project with a local innovation high school. Alvermann discusses the papers, pointing out the affordances and challenges of each perspective.

University students in Vietnam do not have enough time to practise their listening inside the classroom. Outside the classroom, they do not have chance to practice it. To supplement time constraint in the classroom, extensive listening was employed to assist students to develop their listening skills. The study aims to investigate whether extensive listening ameliorates students’ listening proficiency. Two groups of students from two intact classes: the control group (n = 32) and the experimental group (n = 32) were selected. Before the semester started, all students sat for the pre-listening test. After that, students in the experimental group were advised to listen to fifteen suggested sound files with one file for each week. They were also instructed some listening strategies to self-practise at home while students in the control group did not do any listening tasks at home. After 15 weeks, students in both groups took the post-listening test. The post-interview was conducted to explore how students practiced their listening out of school. The results showed that the experimental group outperformed the control group in the post-test. Some students in the experimental group reported that they practised listening many times and tried to learn as much vocabulary as possible.

Sustaining English proficiency level is important in present word circumstances. In this article, we will look closer to the possible influence on sustaining language proficiency taking into consideration various aspects. With the help of questionnaires and proficiency test, we will try to determine if some activities can have potential influence in terms of sustaining English language proficiency. In the end, we will focus on the result from the research and try to answer the earlier mentioned question.

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.

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.

Satisfaction of one's curiosity is one of the greatest sources of happiness in life.—Linus Pauling

Objectives:Few studies have examined the healthy eating environments within the Australian out of school hours care (OSHC) setting. This study aims to describe healthy eating environments, consisting of: (a) the alignment of provided food and beverages to Australian Dietary Guidelines; (b) healthy eating promotion practices; (c) nutrition education through cooking experiences; (d) staff role modelling healthy eating and (e) regular water availability.Design:A cross-sectional study was conducted using direct observations and the validated System for Observing Staff Promotion of Activity and Nutrition (SOSPAN) tool.Setting:OSHC located in urban and semi-rural regions of NSW, Australia.Participants:Staff (151) and children (1549) attending twelve OSHC services operating in the hours after school.Results:Fifty per cent (50 %) of services offered fruits and 100 % offered water as a part of the afternoon snack on all four observation days. Discretionary foods were offered on more days compared to vegetables (+1·9/d, P = 0·009), lean meats (+2·7/d, P =·0 004) and wholegrains (+2·8/d, P = 0 002). Staff promoted healthy eating on 15 % of days, sat and ate with children 52 %, consumed high sugar drinks 15 % and ate discretionary foods in front of children 8 % of days, respectively. No opportunities for cooking or nutrition education were observed.Conclusion:Afternoon snacks regularly contained fruits and water. Opportunities exist to improve the frequency by which vegetables, wholegrains and lean meats are offered in addition to staff healthy eating promotion behaviours. Future research is warranted to further explore healthy eating behaviours, practices and policies within the after-school sector.