All-day schools and social work. A Swiss case study.

Autor/inn/en	Chiapparini, Emanuela; Scholian, Andrea; Schuler, Patricia; Kappler, Christa
Titel	All-day schools and social work. A Swiss case study.
Quelle	In: International journal for research on extended education, 7 (2019) 1, S. 60-68 PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.3224/ijree.v7i1.05
URN	urn:nbn:de:0111-pedocs-216238
Schlagwörter	Einstellung (Psy); Eltern; Freizeit; Lehrer; Schüler; Schweiz; Ganztagsschule; Eltern; Ganztagsschule; Lehrer; Schüler; Schülerleistung; Außerunterrichtliche Aktivität; Außerunterrichtliche Betreuung; Soziale Arbeit; Freizeit; Schweiz
Abstract	All-day schools are becoming more widespread in Switzerland. They enable pupils to participate in lunchtime and extracurricular activities organized and supervised mostly by social workers. Qualitative data were collected for a project on newly implemented area-wide all-day schools in Zurich, Switzerland's largest city. The research was funded by the Swiss National Science Foundation (SNSF). Findings indicate that the resulting structural, pedagogical, spatial, and staff changes significantly impact the social work setting. The importance and potential of social work needs to be better communicated to the all-day school community. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/3