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Title
Educational quality of all-day schools in the German-speaking part of Switzerland. Differentiation of the research perspectives with regard to educational quality
Authors GND-ID; GND-ID; GND-ID; GND-ID ORCID
SourceInternational journal for research on extended education : IJREE 5 (2017) 1, S. 58-75 ZDB
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License of the document Lizenz-Logo 
Keywords (German)Ganztagsschule; Schulqualität; Bildungsqualität; Bildungsangebot; Schulerfolg; Ganztagsunterricht; Bildungsprinzip; Bildungsziel; Primarbereich; Schuljahr 01; Schuljahr 02; Quantitative Forschung; Qualitative Forschung; Deutschsprachige Schweiz; Schweiz
sub-disciplineEmpirical Educational Research
Curriculum and Teaching / School Pedagogy
Document typeArticle (journal)
ISSN2196-3673
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):In Switzerland there are a lot of different expectations connected with the development of extended education. However, it is largely unclear whether or not the expectations concerning an extended learning culture -- and thus concerning diverse support measures in extended education offerings -- are being met. This paper takes up this point and examines from different perspectives -- through mixed methods research -- the educational principles and goals and the educational quality of extended education offerings. We found that the emphasis that directors of extended education place on the goals of opening up the schools and students' manual and practical skills can explain in part the differing quality of extended education offerings. (DIPF/Orig.)
other articles of this journalInternational journal for research on extended education : IJREE Jahr: 2017
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Date of publication11.06.2021
Suggested CitationSchuepbach, Marianne; Allmen, Benjamin von; Frei, Lukas; Nieuwenboom, Wim: Educational quality of all-day schools in the German-speaking part of Switzerland. Differentiation of the research perspectives with regard to educational quality - In: International journal for research on extended education : IJREE 5 (2017) 1, S. 58-75 - URN: urn:nbn:de:0111-pedocs-221426 - DOI: 10.25656/01:22142
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