All-day learning. Conditions for fostering cognitive, emotional and social development. An expert report on the conceptual foundations and outcomes of extended schools commosioned by the Jacobs Foundation.

Autor/inn/en	Klieme, Eckhard; Kühnbach, Olga; Radisch, Falk; Stecher, Ludwig
Titel	All-day learning. Conditions for fostering cognitive, emotional and social development. An expert report on the conceptual foundations and outcomes of extended schools commosioned by the Jacobs Foundation.
Quelle	Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung (2005), 93 Bl.Verfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Empirische Forschung; Evaluation; Emotionale Intelligenz; Kognitive Kompetenz; Akzeptanz; Förderung; Ganztagsbetreuung; Ganztagsschule; Schüler; Lernbedingungen; Soziale Kompetenz; Außerschulische Tätigkeit; Bundesland; Forschungsstand; Effektivität; Gutachten; Konzeption; Literaturbericht; Wirkung; Deutschland; Frankreich; Schweiz; Österreich
Abstract	This expertise was to consider the current trend towards all-day learning in the German-speaking countries, and to embed this in a review of demographic trends. [...] The focus would be on long-term effects, weighing up the advantages and disadvantages, controlling for selection and other biases, and drawing on findings from all types of studies, including longitudinal research, randomised controlled experiments, and cost-benefit analyses. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1