What about the all-day school? A research review with a social pedagogical comment

Sauerwein, Markus N.; Thieme, Nina; Chiapparini, Emanuela (2019). What about the all-day school? A research review with a social pedagogical comment Soziale Passagen, 11(1), pp. 81-97. VS Verlag für Sozialwissenschaften 10.1007/s12592-019-00318-0

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During the last 15 years all-day schools have become the standard in Germany. In reference to the aims associated with the introduction of all-day schools, it can be ascertained that these aims are only achieved to a limited extent. In particular, performanceenhancing effects and the compensation of educational inequalities could not be confirmed in studies at hand, as this comprehensive research review (also including North American research) shows. While the absence of these effects is mostly explained by lacking quality, the authors comment the results from a social work perspective. Accordingly, all-day schools should focus more on voluntariness, because the compulsory nature of some all-day offers does not lead to an improvement in competences anyway. Furthermore, transformation processes of school and social work are taking place in all-day schools. Social work should shape these processes with greater self-confidence.

Item Type:

Journal Article (Original Article)

Division/Institute:

Social Work > Social Intervention focus area
Social Work > S Teaching
Social Work

Name:

Sauerwein, Markus N.;
Thieme, Nina and
Chiapparini, Emanuela

Subjects:

H Social Sciences > H Social Sciences (General)
L Education > L Education (General)

ISSN:

1867-0180

Publisher:

VS Verlag für Sozialwissenschaften

Language:

German

Submitter:

Emanuela Chiapparini

Date Deposited:

24 Sep 2019 10:14

Last Modified:

24 Sep 2019 10:14

Publisher DOI:

10.1007/s12592-019-00318-0

Additional Information:

ISSN 1867-0199 (online)

ARBOR DOI:

10.24451/arbor.7905

URI:

https://arbor.bfh.ch/id/eprint/7905

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