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Titlebook: Extended Education from an International Comparative Point of View; WERA-IRN Extended Ed Marianne Schüpbach,Nanine Lilla Book 2019 Springer

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发表于 2025-3-21 18:47:39 | 显示全部楼层 |阅读模式
书目名称Extended Education from an International Comparative Point of View
副标题WERA-IRN Extended Ed
编辑Marianne Schüpbach,Nanine Lilla
视频video
概述Studies in the field of educational sciences.Development and Implementations of Extended Education in Different Countries.Out-of-School Time Learning
图书封面Titlebook: Extended Education from an International Comparative Point of View; WERA-IRN Extended Ed Marianne Schüpbach,Nanine Lilla Book 2019 Springer
描述The WERA-IRN conference Extended Education from an International Comparative Point of View held at University of Bamberg, Germany, in 2017 aimed at bringing together different research perspectives, to synthesize the state of research worldwide in this new field of extended education – afterschool and out-of-school time learning –, and to initiate an international research direction from a comparative point of view. WERA-IRN Extended Education is an International Research Network of the World Education Research Association. From the conference proceedings, thirteen high-quality papers have been selected representing the international state of research on extended education.
出版日期Book 2019
关键词Extended Education; All-Day Schools/Ganztagsschule; Afterschool Programs; Out-of-School Time Learning; E
版次1
doihttps://doi.org/10.1007/978-3-658-27172-5
isbn_softcover978-3-658-27171-8
isbn_ebook978-3-658-27172-5
copyrightSpringer Fachmedien Wiesbaden GmbH, part of Springer Nature 2019
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implemented two different learning environments. Based on a survey-study, we analyze students’ attitudes toward multiprofessional collaboration before and after the intervention. The results indicate that participation in multiprofessional courses can enhance positive attitudes toward (multiprofessional) collaboration.
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Extended Education Offerings and Students’ Development of School Achievementere were no compensatory effects of long-term utilization of extended education offerings on the development of school achievement. This was the case for both students with German as a second language and students with low socioeconomic status.
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Professionalization for Multiprofessional Collaboration in All-Day Schools in Germany – MuTiG: A Stuimplemented two different learning environments. Based on a survey-study, we analyze students’ attitudes toward multiprofessional collaboration before and after the intervention. The results indicate that participation in multiprofessional courses can enhance positive attitudes toward (multiprofessional) collaboration.
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https://doi.org/10.1007/978-1-4615-4839-3o account adult learning theory, examples of learning experiences for teachers of ELs used to develop contextual understandings of their students’ cultural and linguistic backgrounds will be provided.
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