Education for sustainable development in Swedish School-Age Educare – teachers’ views on constraints and possibilities –Annika Manni, PhD, associate professor, Umeå University, Sweden and Eva Knekta, PhD, associate professor, Umeå University, Sweden Abstract School-Age Educare is an integrated part of the Swedish compulsory school organisation, focusing on social relations, children’s interests and play. Although included…
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Physical Education and Sports Activities in Extended Education -Patricia Schuler Braunschweig, Phd, professor, Zurich University of Teacher Education, Switzerland; Ilaria Ferrari Ehrensberger, PhD, professor, Zurich University of Teacher Education, Switzerland and Kathrin Bretz, research assistant, Zurich University of Teacher Education, Switzerland Abstract Primary schools in Switzerland are not generally organised as all-day institutions. Today, school…
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Missing out? Constraints and participation of immigrant youth in structured leisure activities in Iceland -Eygló Rúnarsdóttir, MA, adjunct, University of Iceland and Eyrún María Rúnarsdóttir, PhD, assistant professor, University of Iceland Abstract Structured leisure activities seem to be an educational platform for youth due to their inner motivation for participating in activities of their own…
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Tackling place-based disadvantage through individual empowerment: the approach of Berryhill’s cradle-to-career school design -Kirstin Kerr, PhD, senior lecturer, University of Manchester, UK and Victoria Hirst, ESRC CASE Studentship PhD researcher Manchester University, UK Abstract This paper considers what an extensive extended school offer might look like for schools serving disadvantaged populations with no clear target neighbourhood.…
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Factors for high-quality schools with an extended day structure. A qualitative study of good practice -Falk Radisch, Prof. Dr., University of Rostock, Germany Abstract At the beginning of the century only 15 % of German schools had an extended day structure. In 2015 the percentage has grown up to nearly 65 % (KMK, 2008, 2018).…
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Teaching in School-age Educare in Sweden–How can School-age Educare teachers ́Pedagogical Content Knowledge be described? –Anneli Hippinen, PhD student, University of Stockholm, Sweden Abstract This paper presentation will focus on School-age Educare (SaE) teachers and their actions in interaction with students. The knowledge that SaE teachers transform into teaching is not usually traditional school subjects…
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Homework arrangement in the context of extended education in Greece –Papazoglou Magdalini, PhD candidate, University of Thessaly, Greece; Chaniotakis Nikolaos, PhD, associate professor, University of Thessaly, Greece and Thoidis Ioannis. Phd, associate professor, University of Western Macedonia, Greece Abstract International comparative studies have shown that Greece is at the top of the countries regarding homework…
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Extended Education in Elementary School Districts in Japan -Kuniko Kaya, PhD student, Chuo University, Japan Abstract There are about 20,000 elementary school districts in Japan, which play important role in the local community not only as a school districts for children but also as an autonomous administrative division. In each elementary school district, various types…
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Murri Trail: Community partnership -Pam Kildey, managing coordinator, the Kuluin School, Australia; Josh Adcock, assistant coordinator, and Jennifer Cartmel, PhD, senior lecturer, Child Youth and Family Studies, Griffith University, Australia Abstract The Murri Trail is an important community initiative at Kuluin State School OSHC to learn from the past to inform the future. Children at…
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Extracurricular learning and support activities in German all-day schools: Multi-perspective analyses with a focus on homework activities and individualised learning time -Johanna M. Gaiser, MA, research- and project assistant, Giessen University, Germany Abstract Extracurricular learning and support activities are widespread in German all-day schools in addition to curricular classes. Recent research shows that not every…
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