Improving Learning in All-Day Schools: Results of a New Teaching Time Model

Autor/inn/en	Pfeifer, Michael; Holtappels, Heinz Gunter
Titel	Improving Learning in All-Day Schools: Results of a New Teaching Time Model
Quelle	In: European Educational Research Journal, 7 (2008) 2, S.232-242 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304/eerj.2008.7.2.232
Schlagwörter	Foreign Countries; School Schedules; Socioeconomic Status; Time Management; Models; Educational Improvement; Teaching Load; Teaching Conditions; Teacher Collaboration; Teacher Attitudes; Interviews; School Personnel; Longitudinal Studies; Elementary Schools; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Schulzeiteinteilung; Socio-economic status; Sozioökonomischer Status; Zeitmanagement; Analogiemodell; Teaching improvement; Unterrichtsentwicklung; Lehrdeputat; Lehrbedingungen; Unterrichtsbedingungen; Lehrerkooperation; Lehrerverhalten; Interviewing; Interviewtechnik; Schulpersonal; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementary school; Grundschule; Volksschule; Deutschland
Abstract	Following the results of the Programme for International Student Assessment for Germany, the Federal Ministry of Education and Research founded the capital investment program "Future Education and Care" as a federal measure to support the expansion of all-day schooling in Germany. During this process it became obvious that learning and teaching in all-day schools had to take place within new time structures. In this context, the Land of Bremen initiated a new teaching time model, which is, so far, unique in Germany. The results of empirical longitudinal accompanying research on the presence teaching time model indicate that pupils from low socio-economic backgrounds profited most from the new model. Further, teachers' workload decreased and there was an increase in their cooperative behaviour. (Contains 2 tables and 2 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10