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The effect of utilization of extended education offerings and of their quality on reading achievement at open-attendance all-day schools
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OriginalveröffentlichungInternational journal for research on extended education : IJREE 7 (2019) 1, S. 5-19 ZDB
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DokumentartAufsatz (Zeitschrift)
ISSN2196-7423; 2196-3673; 21967423; 21963673
SpracheEnglisch
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BegutachtungsstatusPeer-Review
Abstract (Englisch):This paper investigates the effect of primary school students' utilization of extended education offerings and of the quality of extended education on reading achievement in the German-speaking part of Switzerland. All-day schools are being set up. Among other reasons, as a means to level the increasing scholastic demands in the primary schools. In this context, it is expected that students' utilization of extended education will have a positive impact on their reading achievement. The authors analyzed data on 1,002 students from the longitudinal 'EduCare-TaSe: All-Day School and School Success?' study. Extended education offerings did not have a general effect on reading achievement. There was also no compensatory effect regarding the language spoken at home or socioeconomic status. However, the quality of extended education offerings had a positive effect on reading achievement in students with long-term utilization of extended education offerings. (DIPF/Orig.)
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Eintrag erfolgte am12.03.2021
QuellenangabeAllmen, Benjamin von; Schüpbach, Marianne; Frei, Lukas; Nieuwenboom, Wim: The effect of utilization of extended education offerings and of their quality on reading achievement at open-attendance all-day schools - In: International journal for research on extended education : IJREE 7 (2019) 1, S. 5-19 - URN: urn:nbn:de:0111-pedocs-216196 - DOI: 10.25656/01:21619; 10.3224/ijree.v7i1.02
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