All-day Schooling Research Articles

Development and evaluation of a school-based physical literacy intervention for children in Germany: protocol of the PLACE study.

Fueled by the COVID-19 pandemic, the physical activity behavior of children has reached a concerning level nowadays. By empowering individuals to be physically active throughout the life course, the concept of physical literacy has recently gained increasing attention and adopts a holistic-integrative perspective on PA promotion. Although the field has successively attempted to translate the conceptual ideas of physical literacy into interventions, the theoretical base is heterogeneous and is often lacking within interventions. Furthermore, several countries, including Germany, have not equally adopted the concept yet. Therefore, the goal of the present study protocol is to describe the development and evaluation approach of a PL intervention ("PLACE") for children in grades three and four within the German all-day schooling system. The physical literacy intervention cultivates explicit theory-content links and comprises 12 heterogeneous sessions (each 60-90 min in length). The study contains three different phases with two initial pilot studies and a subsequent main study. The two pilot studies take a mixed-methods character by drawing on quantitative pre-post-designs as well as interviews with children (in groups). In the main study, we will longitudinally compare the course of PL values (five outcome domains: physical, affective, cognitive, social, behavioral) between two study arms: school classes of children are either assigned to an intervention condition (regular physical education and health care plus PL intervention) or to a control condition (regular physical education and health care only). The findings of this study will provide evidence on how to structure a multicomponent intervention in Germany based on the PL concept. In summary, the results will report on the effectiveness of the intervention and, therefore, decide whether to scale-up the intervention.

Motivational determinants of teachers for their participation in and satisfaction with all-day schooling in elementary schools

Motivational determinants of teachers for their participation in and satisfaction with all-day schooling in elementary schools

Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools

(1) Background: Schools report a high number of schoolchildren with poor attention and hyperactive behavior, with 5% being diagnosed with attention deficit/hyperactivity disorder (ADHD). This causes specific problems during homework and classroom times, and the extension of all-day schooling in German primary schools makes this a challenge for support staff working in the after-school programs. Such staff have a very wide variety of qualifications, ranging from no formal teacher training to full teaching qualifications. (2) Methods: This study documents the knowledge of 196 support staff working in all-day primary schools about ADHD, and their subjective view of whether they feel competent with regard to homework situations in general and ADHD in particular. (3) Results: Those with an educational background have significantly more knowledge than those without such a background, staff feel less prepared to supervise children with ADHD, and there is a small but significant correlation here with knowledge about ADHD. (4) Conclusions: The importance of trained pedagogical staff in the supervision of children with concentration problems is emphasized.

REDUCING SOCIAL EXCLUSION IN EDUCATION: A CONCEPTION OF ALL DAY SCHOOLING

Growing disproportion between different social groups, migration, unemployment, busyness of parents, not safe outside environment – there are just few general aspects of social life that influence concept and organization of all day schools. The purpose of the article is to analyse the possibilities of decreasing social exclusion in education by implementing all day school conception. In order to achieve research goal, secondary data analysis was done by applying multi stage sample. Research data shows that all day school phenomenon is not new in European education. States have to deal with inequalities in social life and education – to minimize learning results gaps, to compensate shortage of social skills, to prevent risky behaviour, to ensure safe environment and care at school and use all day school model as the mean to face these challenges. All day schools have purpose to serve as best as possible to students and their families by providing individual help, using benefits of longer time at school, specialists supervisions, community support. Social life realities and unique contexts form not unified models of all day school.

Informal nature experience on the school playground

Abstract In Germany, all-day care and all-day schooling are currently increasing on a large-scale. The extended time children spend in educational institutions could potentially result in limited access to nature experience for children. On the other hand, it could equally create opportunities for informal nature experience if school playgrounds have a specific nature-oriented design. This article is written from the perspective of a primary school teacher and presents the findings of a meta-analysis which looks at the impact nature experience has on the development of children. Furthermore, the first results of a research study on green playgrounds in primary schools is discussed. The results so far seem to indicate that green school playgrounds have the potential of providing nature experience particularly for primary students

Changes in the group specific use of all-day schooling: longitudinal analyses for the primary education sector

Seit Beginn des Bundes-Investitionsprogramms „Zukunft Bildung und Betreuung“ (IZBB) im Jahr 2003 hat sich der Anteil der Grundschulkinder, die ganztagig eine Schule besuchen, mehr als vervierfacht. Vor diesem Hintergrund untersucht der vorliegende Beitrag zum einen, welche demografischen und soziookonomischen Merkmale Kinder aufweisen, die ganztagige Schulangebote nutzen. Zum anderen wird der Frage nachgegangen, wie sich die Zusammensetzung dieser Grundschuler im Vergleich zu Grundschulern, die keine ganztagigen Schulangebote nutzen, mit dem Ausbau der Ganztagsschule verandert hat. Ist uber die Zeit eine Konvergenz oder eine Divergenz in den gruppenspezifischen Nutzermerkmalen zu beobachten? Fur diese Untersuchungen werden Daten des Sozio-oekonomischen Panels (SOEP) und der Zusatzstudie „Familien in Deutschland“ (FiD) verwendet, die Vergleiche der gruppenspezifischen Teilnahme vor und nach dem Ausbau der Ganztagsschule zulassen. Die Ergebnisse zeigen, dass sich in Westdeutschland Nichtteilnehmer und Teilnehmer an ganztagigen Schulangeboten im Hinblick auf soziookonomische Merkmale, wie das Einkommen, annahern, es also diesbezuglich zu einer Konvergenz kommt. In Ostdeutschland findet hingegen eine Konvergenz bei Merkmalen der Haushaltsstruktur statt. Generell gibt es wenig Evidenz fur eine Divergenz.

Researching Extended Schooling Ethnographically – With Danish All-Day Schools as Examples

The aim of this article is to discuss and demonstrate how ethnographic-oriented research might contribute to broadening the research interest in extended education. Extended ducation might be seen as a societal investment in education. This perspective calls for different kinds of school effectiveness research that generates useful and relevant knowledge about how and to what degree extended schooling effects academic achievements seen from a general societal perspective. Extended education might, however, also be seen as a new school strategy – as a new way of organizing pupils, teachers and parents everyday-life. Ethnographic-oriented educational research seeks to examine how an implementation of extended education in a local area impacts actors’ everyday-life and generates new discourses and struggles over values and concepts in education. This is illustrated through an analysis of the dynamics created by the implementation of all-day schooling in a specific residential area in Denmark.Keywords: all-day schools, ethnographic-oriented research, Denmark, cooperation between school and parents, cooperation between school-teachers and kindergarten-teachers.-----Bibliography: Holm, Lars: Researching Extended Schooling Ethnographically, IJREE, Vol. 3, Issue 1-2015, pp. 39-51. http://dx.doi.org/10.3224/ijree.v3i1.19580

No crisis but a paradigm shift? German youth policy between continuity and change

In Germany, the impact of the economic and financial crisis in general and on youth policy in particular is not as severe as in other European countries. Nevertheless, child and youth welfare currently is subject to restructuring. We argue that the crisis is used to legitimise an already ongoing policy change towards an activation model of welfare, although it is not clear yet to what extent current changes imply a path change. A particular aspect of recent reforms in Germany is the introduction of all-day schooling which has considerable consequences for child and youth welfare. The paper describes the structure of youth policy and particularly of child and youth welfare in Germany. Furthermore, recent changes are highlighted with regard to both statistical development and dominant discourses with regard to education, prevention and economisation in child and youth welfare. A special focus is laid on the field of youth work.

Research on Extended Education in Germany -- A General Model with All-Day Schooling and Private Tutoring as Two Examples.

Abstract Although research on extended education is similar to school-focused research in some respects, in other respects it involves new research perspectives and questions. Our article presents an analytical model on extended education that is based on school-effectiveness research and the work of Fischer and Klieme (2013). We summarise selected research findings in two areas of extended education: all-day schooling and private tutoring. While much research has been done in the first area, there is a considerable lack in the second. Our model and the findings that we are reporting can be used to guide further research in the field of extended education. Keywords: research on extended education, all-day schools, private tutoring, educational effectiveness

Religion and All-Day Schools: Impact of All-Day Schools on the Systems of School and Religion

Abstract The following essay has as point of departure the changes which, by the introduction of all-day schooling, are imposed on schools themselves and on parishes. Against the background of the discussion on religious education in all-day environments and the debate on conceptions for the pedagogy of religion, one suspects to find reciprocal transformation processes in both the school system and religion when clerical actors are taken into account on the conceptual level of all-day schooling. Up to the present, there are hardly any investigations on the involvement of clerical actors, the services they render, and the way in which they are integrated into the conception of school programmes. The current essay fulfils this need by presenting the results of an empirical investigation into religious and church-related services rendered in various types of schools with all-day programmes in Germany/North Rhine-Westphalia, taking into account curricular and extra-curricular activities in the schools. Among other things, it shows a wide range of religious programmes in the curricular as well as extra-curricular activities, and also a wide variety of different religious and clerical collaborative partners. In addition, the programmes show up differences pertaining to school types.

Policy Reform Efforts and Equal Opportunity – An Evidence-Based Link?

The main focus of the present paper is to answer two different questions: From the perspective of Austrian education policy, which core areas of schooling are linked to the demand for equal opportunity? Can these reform efforts sustain the current state of research, and what are the consequences for schooling? The paper draws on an analysis by Hopmann,Geppert & Bauer (2010). Fifteen official self-presentations (political programmes) of Austrian political parties were analysed for statements concerning the improvement of the education system. This resulted in about seventy different statements, which were aggregated into eight core areas. We conducted a systematic analysis of four of these core areas, dealing withthe topics of equal opportunity: comprehensive school, all-day schooling, school autonomy and standardisation of students’ achievements. The aim was not to judge the legitimacy or the political content of the claims made. In line with evaluative discourse, we asked whether the combination of political demands and their associated expectations met the current stateof research. In many policy programmes, it is assumed that comprehensive schooling, all-day schooling, education standards, standardised general certification for university attendance, school autonomy or language surveys go hand in hand with more equality of opportunity, justice and quality in education, but an analysis of the current state of research couldnot confirm this. The analysis showed that, with regard to education policy demands, statements having empirically little or nothing to do with each other are often linked.

Policy reform efforts and equal opportunity - an evidence-based link? An analysis of current sector reforms in the Austrian school system

• The main focus of the present paper is to answer two different questions: From the perspective of Austrian education policy, which core areas of schooling are linked to the demand for equal opportunity? Can these reform efforts sustain the current state of research, and what are the consequences for schooling? The paper draws on an analysis by Hopmann, Geppert & Bauer (2010). Fifteen official self-presentations (political programmes) of Austrian political parties were analysed for statements concerning the improvement of the education system. This resulted in about seventy different statements, which were aggregated into eight core areas. We conducted a systematic analysis of four of these core areas, dealing with the topics of equal opportunity: comprehensive school, all-day schooling, school autonomy and standardisation of students’ achievements. The aim was not to judge the legitimacy or the political content of the claims made. In line with evaluative discourse, we asked whether the combination of political demands and their associated expectations met the current state of research. In many policy programmes, it is assumed that comprehensive schooling, all-day schooling, education standards, standardised general certification for university attendance, school autonomy or language surveys go hand in hand with more equality of opportunity, justice and quality in education, but an analysis of the current state of research could not confirm this. The analysis showed that, with regard to education policy demands, statements having empirically little or nothing to do with each other are often linked.

All-day School—Quo Vadis?

During about the last ten years we experienced a considerable increase in the number of all-day schools in Germany. Between 2002 and 2008 the number of all-day schools more than doubled from 5,000 to about 12,000. Currently about 42% of all schools in Germany are all-day schools. Based on the data of the first nationwide representative study on the development of all-day schools (StEG), insights have been gained on the consequences this large-scale reform will have for the organisation of schools, the school staff and the learning culture at schools. The data show on the one hand that all-day schooling has changed the structure of the educational system in Germany in a significant and promising way. Most all-day schools improve the number and diversity of extra-curricular activities, and the majority of the pupils is participating in these activities. On the other hand there is only little evidence that the majority of all-day schools have established a new pedagogical learning culture—a precondition for tapping the full educational potential that the additional time spent in all-day schools affords.

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

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.

BUREAUS OF JEWISH EDUCATION AND THE SUPPLEMENTARY SCHOOL

Much attention has been focused in the past generation on the growth of the Jewish day school in the United States.1 Yet, despite the remarkable expansion of all-day Jewish schooling, well over half of the children enrolled in a Jewish school in any given year participate in a program of supplementary education. This “market share” alone warrants interest in the educational success of the supplementary school and, indeed, recent studies have brought renewed focus to this arena.2