Out-of-school learning is an educational concept first proposed by Lauren Resnick in her 1987 AERA presidential address, [1] [2] which consists of curricular and non-curricular learning experiences for pupils and students outside the school environment.
The point of out-of-school learning is to overcome learning disabilities, development of talents, strengthen communities and increase interest in education by creating extra learning opportunities in the real world. In a study [3] performed by the UCLA National Center for Research on Evaluation, Standards, and Student Testing (CRESST) it was proven that out-of-school learning increases the interest in education and school itself.
Out-of-school learning is typically not coordinated by the school itself. Out-of-school experiences are organized with community partners such as museums, sport facilities, charity initiatives, and more. Out-of-school experiences can range from service learning to summer school and expeditions or more commonly occur in day to day experiences at after-school with creative ventures such as arts courses and even sports. Some other examples of out-of-school learning are:
It has been found in research [4] by the Wallace Foundation that out-of-school learning can be a great opportunity to discover and develop talents. Especially if a professional organization develops a learning environment that guides groups of pupils/students in their co-operation in creating a professional and publicly visible product, presentation or performance. Companies, cultural institutions and non governmental organizations can offer valuable out-of-school learning experiences.
Organizations will see results accordingly to the quality of the experience, whether they aim to promote active and healthy lifestyles, increase community involvement and visitors/members, to an interest in a company's corporate responsibility projects and employment opportunities.
In the United Kingdom alone several local and state bodies run out-of-school learning projects, with additional funding [5] from the National Lottery (£9.1m in 2000). Some major examples of out-of-school learning projects are:
A teacher is a person who helps students to acquire knowledge, competence or virtue.
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is not interchangeable with experiential learning; however experiential learning is a sub-field and operates under the methodologies of experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". Experiential education is the term for the philosophy and educational progressivism is the movement which it informed.
Service-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs.
The Graduate School of Education and Information Studies (GSE&IS) is one of the professional graduate schools at the University of California, Los Angeles. Located in Los Angeles, California, the school combines two distinguished departments whose research and doctoral training programs are committed to expanding the range of knowledge in education, information science, and associated disciplines. Established in 1881, the school is the oldest unit at UCLA, having been founded as a normal school prior to the establishment of the university. It was incorporated into the University of California in 1919. The school offers a wide variety of doctoral and master's degrees, including the M.A., M.Ed., M.L.I.S., Ed.D., and Ph.D., as well as professional certificates and credentials in education and information studies. It also hosts visiting scholars and a number of research centers, institutes, and programs.
Constructionist learning is when learners construct mental models to understand the world around them. Constructionism advocates student-centered, discovery learning where students use information they already know to acquire more knowledge. Students learn through participation in project-based learning where they make connections between different ideas and areas of knowledge facilitated by the teacher through coaching rather than using lectures or step-by-step guidance. Further, constructionism holds that learning can happen most effectively when people are active in making tangible objects in the real world. In this sense, constructionism is connected with experiential learning and builds on Jean Piaget's epistemological theory of constructivism.
Student voice is "any expression of any learner regarding anything related to education" and describes "the distinct perspectives and actions of young people throughout schools focused on education. Tech educator Dennis Harper writes, "Student voice is giving students the ability to influence learning to include policies, programs, contexts and principles."
Lauren B. Resnick is an educational psychologist who has made notable contributions to the cognitive science of learning and instruction. She is a professor of psychology at the University of Pittsburgh, and was previously director of the University's Learning Research and Development Center. In 1986-1987, Resnick was the president of the American Educational Research Association. She received the 1998 E. L. Thorndike Award from the American Psychological Association.
Eklavya is an Indian NGO based in Bhopal, Madhya Pradesh working in the field of education. It was registered as an all India in 1982. The organization is named after Eklavya, the protagonist of a story in the Mahabharat, for his determination to learn even in the absence of a teacher.
The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) is a research partnership consisting of UCLA, the University of Colorado, Stanford University, RAND, the University of Pittsburgh, the University of Southern California, Educational Testing Service, and the University of Cambridge, United Kingdom.
Student engagement occurs when "students make a psychological investment in learning. They try hard to learn what school offers. They take pride not simply in earning the formal indicators of success (grades), but in understanding the material and incorporating or internalizing it in their lives." Since the U.S. college dropout rate for first-time-in college degree-seeking students is nearly 50% It is increasingly seen as an indicator of successful classroom instruction, and as a valued outcome of school reform. The phrase was identified in 1996 as "the latest buzzword in education circles." Students are engaged when they are involved in their work, persist despite challenges and obstacles, and take visible delight in accomplishing their work. Student engagement also refers to a "student's willingness, need, desire and compulsion to participate in, and be successful in, the learning process promoting higher level thinking for enduring understanding." Student engagement is also a usefully ambiguous term for the complexity of 'engagement' beyond the fragmented domains of cognition, behaviour, emotion or affect, and in doing so encompass the historically situated individual within their contextual variables that at every moment influence how engaged an individual is in their learning.
In an educational milieu MSIP can be defined as the either the Manitoba School Improvement Plan or the Multi-Subject Instructional Period. For the purpose of this article the acronym MSIP will be used exclusively to refer to the multi-subject instructional period.
An alternative break is a trip where a group of college students engage in volunteer service, typically for a week. Alternative break trips originated with college students in the early 1980s as a counter to "traditional" spring break trips. These trips are usually led by 2 "site leaders" who are students that have already participated in an alternative break and have gone through extensive leadership training.
Dr. Peter Goldschmidt is a senior researcher at UCLA's National Center for Research on Evaluation, Standards, and Student Testing (CRESST) and a contributor to a compilation of essays and studies entitled Unequal Schools, Unequal Chances. Dr. Goldschmidt's research interests include investigating proper methods for monitoring student and school performance. His focus involves mediating and moderating factors such as community, organization, and policy effects on student outcomes by applying innovative cross-sectional and longitudinal random effects models to analyses of school quality, cost effectiveness studies, and program evaluations. His interests also include the effect of schooling on the transition to work and comparisons with international education systems.
Purpose-guided education prioritizes intrinsic motivation and helps students to become more engaged in learning experiences through connecting their beliefs and life goals to curricular requirements. Jerry Pattengale first coined the phrase "purpose-guided education", and began its application at Indiana Wesleyan University in 1997. The graduation rates increased over 20% during the next ten years, and ensuing publications, collaborative research projects, and other scholarly activities gained national attention. The Center for Life Calling and Leadership is perhaps the most visible manifestation of this educational philosophy. Key books include Why I Teach, The Purpose-Guided Student, The Explorer's Guide, and the basic thesis of Educating Students Purposefully. Pattengale began questioning aspects of the prevailing approach to student success, as noted in "Student Success or Student Non-Dissatisfaction". Through surveying over 400 institutions he discovered that over 90% of them based their student success approach on student satisfaction surveys and external issues instead of intrinsic motivation. The original application of this student success approach is found in The Purpose-Guided Student.
Center for the Collaborative Classroom is a nonprofit organization headquartered in Alameda, CA that was founded in 1980 by Eric Schaps. Collaborative Classroom develops and disseminates literacy and community-building programs for use in elementary schools, and literacy, mathematics, and science enrichment programs for use in after-school environments, as well as provides professional development services tailored to each program. Collaborative Classroom develops its programs with the goal of helping schools and after-school sites create caring, supportive learning environments that help all children acquire the academic skills they need to be productive and successful, and as well as build and deepen their understanding of, and commitment to, values such as kindness, helpfulness, personal responsibility, and respect for others.
Citizen Schools is an American nonprofit organization that partners with middle schools across the United States to expand the learning day for children in low-income communities. Its stated mission is "educating children and strengthening communities". Currently, Citizen Schools serves over 5,000 students and recruits over 4,280 volunteers over 31 program sites in 13 cities across 7 states. The center pieces of the Citizen Schools model are its apprenticeship programs run by volunteers that culminate in public demonstrations called WOW!s, and partnering with some middle schools to expand learning time for students. Citizen Schools offers the AmeriCorps National Teaching Fellowship providing a 2-year paid service opportunity for citizens interested in using their personal talents to enhance life opportunities for middle school students. Fellows in their second year can participate in a residency program operated by one of three university partners to obtain teacher certification in California, Massachusetts and New York. In honor of its 20 anniversary in 2015, Citizen Schools honored 20 alumni of the Fellowship who continue to make a profound impact in the community today.
V.S. Niketan Higher Secondary School is located in Minbhawan Kathmandu, Nepal and schools above 4000 students. V.S. Education Foundation is the outcome of the expansion of an education system aiming to coordinate all the educational activities of the institution so that the entity established at V.S. Niketan is uniformly maintained in all levels of teaching and learning under the same roof. The institution function form Pre-Primary to Bachelor's Levels of education. It has been awarded the "Best School of Nepal" for two times, recently.
Qingdao Amerasia International School(QAIS) is a private, non-profit international school located in Qingdao, China, offering Montessori education from ages 1.5-5 and an inquiry-based curriculum up to age 18. QAIS has over 200 enrolled students representing 25 countries. Qingdao Amerasia International School is an International Baccalaureate World School, offering the full IB Continuum: the IB Primary Years Programme, IB Middle Years Programme, and IB Diploma Programme. Their Montessori Toddler and Montessori Early Childhood Programs are the only programs in Asia to be accredited by the American Montessori Society.
Jeannette Louise Oakes is an American educational theorist and Presidential Professor Emerita in Educational Equity at UCLA's Graduate School of Education & Information Studies. She was the founder and former director of UCLA’s Institute for Democracy, Education and Access (IDEA), the former director of the University of California’s All Campus Consortium on Research for Diversity (ACCORD), as well as the founding director of Center X, which is UCLA’s reform-focused program for the preparation of teachers and school administrators.
Education for justice is the process of promoting a culture of lawfulness through educational activities at all levels. Education for justice aims at teaching the next generation about crime prevention, and to better understand and address problems that can undermine the rule of law. It promotes peace and encourages students to actively engage in their communities and future professions. Education for Justice is a basic legal knowledge, in which educational activities at all levels seek to promote understanding of crime prevention, peace, justice, human rights, and problems that can undermine the rule of law. Education reportedly plays a key role in transmitting and sustaining socio-cultural norms and ensuring their continued evolution. As such, governments may seek to strengthen this promotion of a culture of lawfulness through education.
