Educational Support in an Expanded Learning Time Initiative: Optimizing Its Components to Promote Inclusive Education

Autor/inn/en	Jardí, Andrea; Acquah, Emmanuel O.; Ianos, Maria Adelina; Puigdellívol, Ignasi
Titel	Educational Support in an Expanded Learning Time Initiative: Optimizing Its Components to Promote Inclusive Education
Quelle	In: European Educational Research Journal, 21 (2022) 5, S.732-755 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jardí, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14749041211002304
Schlagwörter	Extended School Day; At Risk Students; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Teacher Attitudes; After School Programs; Foreign Countries; Student Attitudes; Inclusion; Socioeconomic Status; Educational Environment; Interpersonal Relationship; Educational Cooperation; Spain + Suchen Sie Ihr Suchwort? Ganztagsunterricht; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Lehrerverhalten; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Ausland; Schülerverhalten; Inklusion; Socio-economic status; Sozioökonomischer Status; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Education; cooperation; Kooperation; Spanien
Abstract	Expanded Learning Time (ELT) measures have been implemented internationally to reduce the likelihood of academic underachievement among students at risk. The goal of this article is to examine the components of an ELT initiative aimed at supporting students at risk of academic failure in order to optimize the components that can improve its use and organization. Through a mixed method research approach, we have analyzed the experiences of 1,786 5th through 10th graders, 238 teachers and 126 instructors of a city-wide after-school initiative in Spain. This within-group study examines the design of the support, the environment, and the interactions between stakeholders as key components to optimize this support and promote equity. The results show which support components are related to greater support use. The results also suggest understanding these measures as additional support placed within an enriched support network. Implications for practice, research and policy towards this type of initiative are also discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01