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:	School of Social Work > Social Intervention focus area School of Social Work > S Teaching School of Social Work
Name:	Sauerwein, Markus N.; Thieme, Nina and Chiapparini, Emanuela0000-0002-1796-088X
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:	01 Dec 2022 21:45
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