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 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.25656/01:22979
URN	urn:nbn:de:0111-pedocs-229790
Schlagwörter	Empirische Untersuchung; Fragebogenerhebung; TIMSS (Third International Mathematics and Science Study); Abweichendes Verhalten; Schuljahr 04; Schuljahr 08; Sekundarstufe I; Primarbereich; Ganztagsunterricht; Schülerverhalten; Soziales Verhalten; USA
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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2