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Extended education for academic performance, whole person development and self-fulfilment. The case of Hong Kong
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OriginalveröffentlichungInternational journal for research on extended education : IJREE 5 (2017) 2, S. 178-187 ZDB
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Schlagwörter (Deutsch)Erweitertes Bildungsangebot; Lebenslanges Lernen; Schülerleistung; Individuelle Entwicklung; Tutor; Informelles Lernen; Außerschulischer Lernort; Freizeit; Eltern; Schüler; Hongkong
TeildisziplinSchulpädagogik
DokumentartAufsatz (Zeitschrift)
ISSN2196-3673
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):This paper examines the ways in which extended education is manifested in a place where schooling and academic achievement are of primary focus. Over the past few decades, the Hong Kong education system has undergone major reforms that have incorporated various forms of extended education to enhance students' all-round development. Despite these changes, Hong Kong people continue to put an emphasis on academic excellence resulting in parent-directed activities in a form of private supplementary tutoring. At the same time, extended education is also demonstrated through students' self-directed engagement in serious leisure activities that contribute to adolescents' growth. The paper portrays and examines the different activities directed by schools, parents and students within school and out-of-school settings in light of the sociocultural context of Hong Kong. References are made to school based initiatives and studies on outside classroom learning and serious leisure among children and adolescents. (DIPF/Orig.)
weitere Beiträge dieser ZeitschriftInternational journal for research on extended education : IJREE Jahr: 2017
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Eintrag erfolgte am01.07.2021
Empfohlene ZitierungSivan, Atara; Po Kwan Siu, Gertrude: Extended education for academic performance, whole person development and self-fulfilment. The case of Hong Kong - In: International journal for research on extended education : IJREE 5 (2017) 2, S. 178-187 - URN: urn:nbn:de:0111-pedocs-221476 - DOI: 10.25656/01:22147
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