Educational expectations of all-day schools: Educational promotion at open-attendance all-day schools in Switzerland

Frei, Lukas; Schüpbach, Marianne; von Allmen, Benjamin; Nieuwenboom, Wim (2016). Educational expectations of all-day schools: Educational promotion at open-attendance all-day schools in Switzerland. Schweizerische Zeitschrift für Bildungswissenschaften, 38(3), pp. 549-567. Schweizerische Gesellschaft für Bildungsforschung SGBF

Full text not available from this repository.

In current debates on education, all-day schools are granted a central role especially in view of educational equity and improved individual educational support. However, whether all-day schools in the German-speaking part of Switzerland indeed offer learning opportunities in accordance with that is not known. This paper discusses educational expectations placed on all-day schools as well as current quality models and, looking at all-day schools in the Germanspeaking part of Switzerland, examines what role educational motives play in the establishing of all-day schools, to what extent school principals and teachers participate in conceptual development, what individualizing and differentiating elements of educational promotion are anchored within the offerings of all-day schools, and whether the offerings are influenced by features of school development.

Item Type:	Journal Article (Original Article)
Division/Institute:	07 Faculty of Human Sciences > Institute of Psychology > Psychological and Behavioral Health
UniBE Contributor:	Frei, Lukas, von Allmen, Benjamin
Subjects:	300 Social sciences, sociology & anthropology > 370 Education
ISSN:	1424-3946
Publisher:	Schweizerische Gesellschaft für Bildungsforschung SGBF
Funders:	[42] Schweizerischer Nationalfonds
Language:	German
Submitter:	Lukas Frei
Date Deposited:	26 Jun 2017 15:32
Last Modified:	05 Dec 2022 15:04
Uncontrolled Keywords:	Tagesschulen; Förderangebote; Bildungsgerechtigkeit; Tagesschulqualität; Schulentwicklung
URI:	https://boris.unibe.ch/id/eprint/97592