A Developmental Study of Expanded Learning Time, Norm-Breaking, and Antisocial Behavior

Autor/in	Mahoney, Joseph L.
Titel	A Developmental Study of Expanded Learning Time, Norm-Breaking, and Antisocial Behavior
Quelle	In: International Journal for Research on Extended Education, 2 (2014) 1, S.63-78 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-3673
Schlagwörter	Extended School Day; Extended School Year; Antisocial Behavior; Achievement Tests; International Assessment; Elementary Secondary Education; Foreign Countries; Mathematics Tests; Science Tests; Grade 4; Grade 8; Outcomes of Education; Elementary School Students; Secondary School Students; Student Behavior; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ganztagsunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Lernleistung; Schulerfolg; Sekundarschüler; Student behaviour; Schülerverhalten
Abstract	Expanded learning time (ELT) refers to a longer school day, week, or year. ELT schools are becoming common in the United States and aim to provide all students with additional opportunities for learning, recreation, and enrichment. ELT schools differ from afterschool programs that take place immediately following the regular school day and serve a select group of students. Research on ELT schools has tended to focus on academic outcomes. This study examines whether extended school time relates to norm-breaking (e.g., cheating) and antisocial behavior (e.g., violence). A nationally representative sample of 496 schools from the 2007 Trends in International Mathematics and Science Study (TIMSS) data was used and involved students in Grades 4 and 8. Results showed a longer school day predicted high norm-breaking behavior for 4th-graders. For 8th-graders, a longer school year predicted high norm-breaking and antisocial behaviors. Results underscore studying social outcomes to evaluate ELT schools. (As Provided).
Anmerkungen	Budrich Journals. Verlag Barbara Budrich GmbH, Stauffenbergstr. 7, 51379 Leverkusen, Germany. e-mail: info@budrich-journals.de; Web site: https://www.budrich-journals.de/index.php/IJREE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01