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

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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 > Experimental Psychology and Neuropsychology

UniBE Contributor:

Frei, Lukas and 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:

26 Jun 2017 15:32

Uncontrolled Keywords:

Tagesschulen; Förderangebote; Bildungsgerechtigkeit; Tagesschulqualität; Schulentwicklung

URI:

https://boris.unibe.ch/id/eprint/97592

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