The Effect of Utilization of Extended Education Offerings and of Their Quality on Reading Achievement at Open-Attendance All-Day Schools

Autor/inn/en	von Allmen, Benjamin; Schüpbach, Marianne; Frei, Lukas; Nieuwenboom, Wim
Titel	The Effect of Utilization of Extended Education Offerings and of Their Quality on Reading Achievement at Open-Attendance All-Day Schools
Quelle	In: International Journal for Research on Extended Education, 7 (2019) 1, S.5-19 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-3673
Schlagwörter	Foreign Countries; School Schedules; Elementary School Students; Educational Quality; Reading Achievement; Program Effectiveness; Correlation; Language Usage; Family Environment; Socioeconomic Status; Extended School Day; Student Participation; Grade 1; Grade 2; Predictor Variables; Cognitive Ability; Gender Differences; Switzerland + Suchen Sie Ihr Suchwort? Ausland; Schulzeiteinteilung; Quality of education; Bildungsqualität; Leseleistung; Korrelation; Sprachgebrauch; Familienmilieu; Socio-economic status; Sozioökonomischer Status; Ganztagsunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Prädiktor; Denkfähigkeit; Geschlechterkonflikt; Schweiz
Abstract	This paper investigates the effect of primary school students' utilization of extended education offerings and of the quality of extended education on reading achievement in the German-speaking part of Switzerland. All-day schools are being set up. Among other reasons, as a means to level the increasing scholastic demands in the primary schools. In this context, it is expected that students' utilization of extended education will have a positive impact on their reading achievement. The authors analyzed data on 1,002 students from the longitudinal 'EduCare-TaSe: All-Day School and School Success?' study. Extended education offerings did not have a general effect on reading achievement. There was also no compensatory effect regarding the language spoken at home or socioeconomic status. However, the quality of extended education offerings had a positive effect on reading achievement in students with long-term utilization of extended education offerings. (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