Program implementation and effectiveness of extracurricular activities. An investigation of different student perceptions in two German all-day schools.

Autor/in	Kielblock, Stephan
Titel	Program implementation and effectiveness of extracurricular activities. An investigation of different student perceptions in two German all-day schools.
Quelle	In: International journal for research on extended education, 3 (2015) 2, S. 79-98 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.25656/01:23002 10.3224/ijree.v3i2.20891
URN	urn:nbn:de:0111-pedocs-230024
Schlagwörter	Deutschland; Hausaufgabe; Erweitertes Bildungsangebot; Ganztagsschule; Schülerverhalten; Sekundarbereich; Ganztagsschule; Ganztagsunterricht; Schülerverhalten; Hausaufgabe; Hausaufgabenhilfe; Außerunterrichtliche Aktivität; Erweitertes Bildungsangebot; Deutschland
Abstract	During the past decade, many schools in Germany have added extracurricular time to their regular curricular classes. This raises questions about the successful implementation of extracurricular programs and what makes them effective. The aim of this study is to illuminate the connection between these two questions. The theoretical and conceptual framework suggests that individual perception is a core concept that links both issues. Based on multi-method data from the Study on the Development of All-day Schools (StEG), the individual perceptions of two different activities will be investigated. One activity is perceived by the students as just an "extra" curricular activity (an extension of regular classes), whereas the other activity is seen as a real new "extracurricular" opportunity. The results emphasise the importance of viewing student perceptions in a qualitative manner. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3