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Fischer, Natalie:

Ganztagsschule als Bildungsraum (für alle?!)
Erkenntnisse aus 10 Jahren "Studie zur Entwicklung von Ganztagsschulen" (StEG)

In: Glaser, Edith; Koller, Hans-Christoph; Thole, Werner; Krumme, Salome (Hrsg.): Räume für Bildung - Räume der Bildung Opladen : Budrich (2018) , 214-225


Document type
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings

Deutschland, Ganztagsschule, Schulentwicklung, Schüler, Partizipation, Wirkung, Bildungsforschung, Erkenntnis, Forschungsdesign, Qualität, Bildungsangebot, Zugang, Grundschule, Sekundarbereich, Soziales Verhalten, Lernerfolg, Chancengleichheit, Empirische Forschung

In this paper, the changes in the design of the study are described and, based on the last ten years of StEG, scientific evidence on the reduction of social inequality in all-day schools is summarized. The findings support the idea that all-day schools could have compensatory effects in several ways. However, if all-day schools are to provide support and to promote integration of children at risk, it is crucial that children with diverse family backgrounds are reached. In this regard, shortcomings are identified based on StEG results. On the one hand, structural requirements prevent equal participation in all-day schools; on the other hand, students' individual decision keep them from participating in supportive extracurricular activities. Implications and future research perspectives are discussed. (DIPF/Orig.)

Educational Quality and Evaluation