Logo: Deutsches Institut für Internationale Pädagogische Forschung

Projects

Study on the Development of All-Day Schools

Since 2005, the study has assessed the development of all-day schools across federal states in Germany.

Study Description

In Germany, converting and equipping schools to the all-day format is still one of the key-issues of educational debate. Between 2003 and 2009, the German Ministry of Education and Research [Bundesministerium für Bildung und Forschung (BMBF)] funded this conversion by the investment program Zukunft Bildung und Betreuung” [“Future Education and Care”]. In 2003 merely 23% of the schools were all-day schools. This share had increased to more than 50% in 2011. The Study on the Development of All-day Schools [Studie zur Entwicklung von Ganztagsschulen (StEG)] was designed to evaluate this process.  StEG is funded by the German Ministry of Education and Research and the European Social Fund [Europäischer Sozialfonds (ESF)]. The first funding phase of StEG ran from 2005 until 2011. In 2012 the study has entered its second funding phase (2012–2015).
Four cooperating institutions have realized StEG: the German Institute for International Educational Research (DIPF, Prof. Dr. Dr. Eckhard Klieme and Dr. Jasmin Decristan), the German Youth Institute (DJI, Prof. Dr. Thomas Rauschenbach), the Institute for School Development Research (IFS, Prof. Dr. Heinz Günter Holtappels) and the Justus-Liebig-University (JLU, Prof. Dr. Ludwig Stecher). The research group is counseled by an administrative and a scientific advisory board.

Objectives

StEG is a longitudinal study that aims to describe general conditions at all-day schools and their effect on students, principals, teachers, educational staff and the students’ parents. This multi-perspective design should provide detailed information about school development processes and also help to stimulate such processes.
Main research questions are:

  • Do teachers and external partners cooperate in planning and executing extracurricular activities? If so, how is this cooperation organized?
  • Which preconditions are required to implement extracurricular activities successfully?

Moreover, StEG investigates how all-day schools affect the students’ chances of academic success. In this context further research questions are:

  • How do all-day schools affect the students’ cognitive, social and motivational development?
  • How should extracurricular activities be designed to promote the students’ development?

First Funding Period (2005–2011)

During the first funding period, students of different age, their parents/legal guardians, principals, teachers, educational staff and external cooperation partners filled in questionnaires in 2005, 2007 and 2009. In sum, more than 50.000 people at more than 300 schools attended the survey. The questionnaires, used in StEG, are available in DaQS [Datenbank zur Qualität von Schule]. The main results of this study are summarized here. A more detailed description of the results has been published by Fischer et al. (2011).

Second Funding Period (2012–2015)

The second funding period of StEG started in 2012. During this period, general conditions at all-day schools in Germany are assessed again. Therefore, principals of all-day schools in all of the 16 German federal states were requested to fill in questionnaires, once in 2012 and again will be requested in 2015. Thus, this study provides information about the organization and the structure of all-day schools and about conceptual changes at such schools. These results can be used by administrators, educational policy-makers and principals for systematic school development purposes.
Moreover, each institute (DIPF, DJI, IFS, JLU) conducts an individual, but yet content- and method-wise related, study in the context of StEG. All of these studies investigate effects of extracurricular activities, provided at all-day schools, and quality features of such activities. Projects are linked in a way that results can be applied to each other.

StEG-S

StEG-S investigates the potential of all-day schools to promote key competencies, e.g. reading literacy in middle school students. A second objective of this study is to describe quality features of extracurricular activities, lessons at all-day schools, and their effect on the students’ motivation. The study is conducted by a research team at the German Institute for International Educational Research and is supervised by Prof. Dr. Natalie Fischer, Prof. Dr. Dr. Eckhard Klieme and Dr. Jasmin Decristan. Participation in extracurricular activities, quality features of these activities and lessons at school as well as reading competencies, background, and motivational variables are assessed by computer based questionnaires at three measurement points in fifth grade. In addition, teachers and educational staff provide information on the lessons and extracurricular activities they offer. StEG-S comprises two parts: a computer based survey study at 66 schools and an intervention study at six of these schools. The intervention consists of an extracurricular activity specially designed to promote reading literacy and motivation. More information about StEG-S can be found here.

Publications

Publications from DIPF researchers in the StEG context

Funding

The study is funded by the Federal Ministry of Education and Research (BMBF) and the European Social Fund (ESF).

BMBF-Logo


ESF-Logo


EU-Logo

Project management

Project team

Project details

State:
Current projects
Duration:
2004 - 2019
Funding:
External funding
Research topics:
Department: Department of Educational Quality and Evaluation
Contact: Desiree Theis
last modified Sep 28, 2016