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Titel
Narrowing the gap? The role of all-day schools in reducing educational inequality in Germany
Autoren
OriginalveröffentlichungInternational journal for research on extended education : IJREE 2 (2014) 1, S. 79-96 ZDB
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Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN2196-3673; 2196-7423; 21963673; 21967423
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):The introduction of all day-schools in Germany was due in part to the results of the Programme for International Student Assessment (PISA) study 2000, which revealed a striking social inequality in the German education system. It was expected that in all-day schools especially "at risk" groups would be supported and thus the gap in achievement based on socioeconomic status (SES) would be narrowed; however, few studies have explored this. In this paper the potential of all-day secondary schools is investigated through analysis of data from a nationwide study on the development of all-day schools (StEG [Studie zur Entwicklung von Ganztagsschulen]). The findings support the idea that all-day schools could help to narrow the gap between low and high SES students in several ways. (DIPF/Orig.)
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Eintrag erfolgte am19.11.2021
QuellenangabeFischer, Natalie; Theis, Désirée; Züchner, Ivo: Narrowing the gap? The role of all-day schools in reducing educational inequality in Germany - In: International journal for research on extended education : IJREE 2 (2014) 1, S. 79-96 - URN: urn:nbn:de:0111-pedocs-229804 - DOI: 10.25656/01:22980
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