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Autor/inn/en | Fischer, Natalie; Theis, Désirée; Züchner, Ivo |
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Titel | Narrowing the gap? The role of all-day schools in reducing educational inequality in Germany. |
Quelle | In: International journal for research on extended education, 2 (2014) 1, S. 79-96
PDF als Volltext (1); PDF als Volltext (2) |
Sprache | englisch |
Dokumenttyp | online; Zeitschriftenaufsatz |
ISSN | 2196-3673; 2196-7423 |
DOI | 10.25656/01:22980 |
URN | urn:nbn:de:0111-pedocs-229804 |
Schlagwörter | Empirische Untersuchung; Fragebogenerhebung; Bildungschance; Chancengleichheit; Soziale Ungleichheit; Sozioökonomischer Status; Elternverhalten; Schuljahr 09; Sekundarbereich; Ganztagsschule; Schulerfolg; Außerunterrichtliche Betreuung; Ungleichheit; Deutschland |
Abstract | The introduction of all day-schools in Germany was due in part to the results of the Programme for International Student Assessment (PISA) study 2000, which revealed a striking social inequality in the German education system. It was expected that in all-day schools especially "at risk" groups would be supported and thus the gap in achievement based on socioeconomic status (SES) would be narrowed; however, few studies have explored this. In this paper the potential of all-day secondary schools is investigated through analysis of data from a nationwide study on the development of all-day schools (StEG [Studie zur Entwicklung von Ganztagsschulen]). The findings support the idea that all-day schools could help to narrow the gap between low and high SES students in several ways. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2022/2 |