Educational quality of all-day schools in the German-speaking part of Switzerland. Differentiation of the research perspectives with regard to educational quality.

Autor/inn/en	Schuepbach, Marianne; Allmen, Benjamin von; Frei, Lukas; Nieuwenboom, Wim
Titel	Educational quality of all-day schools in the German-speaking part of Switzerland. Differentiation of the research perspectives with regard to educational quality.
Quelle	In: International journal for research on extended education, 5 (2017) 1, S. 58-75 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
URN	urn:nbn:de:0111-pedocs-221426
Schlagwörter	Bildungsprinzip; Bildungsziel; Bildungsqualität; Qualitative Forschung; Quantitative Forschung; Bildungsangebot; Schulqualität; Schuljahr 01; Schuljahr 02; Primarbereich; Ganztagsschule; Ganztagsunterricht; Schulerfolg; Deutschsprachige Schweiz; Schweiz
Abstract	In Switzerland there are a lot of different expectations connected with the development of extended education. However, it is largely unclear whether or not the expectations concerning an extended learning culture -- and thus concerning diverse support measures in extended education offerings -- are being met. This paper takes up this point and examines from different perspectives -- through mixed methods research -- the educational principles and goals and the educational quality of extended education offerings. We found that the emphasis that directors of extended education place on the goals of opening up the schools and students' manual and practical skills can explain in part the differing quality of extended education offerings. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4