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Pfeifer Michael & Holtappels Heinz Günter (2008). « Improving Learning in All-Day Schools: results of a new teaching time model ». European Educational Research Journal, vol. 7, n° 2. En ligne : <http://dx.doi.org/10.2304/eerj.2008.7.2.232>.
Added by: orey (02 Jul 2010 13:50:40 Europe/Paris) Last edited by: orey (02 Jul 2010 13:51:18 Europe/Paris) |
| Resource type: Journal Article BibTeX citation key: Pfeifer2008a  |
Categories: General Creators: Holtappels, Pfeifer Collection: European Educational Research Journal |
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Views index: 12% Popularity index: 3% |
| URLs http://dx.doi.org/ ... /eerj.2008.7.2.232 |
| Abstract |
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Following the results of the Programme for International Student Assessment for Germany, the Federal Ministry of Education and Research founded the capital investment program ‘Future Education and Care’ as a federal measure to support the expansion of all-day schooling in Germany. During this process it became obvious that learning and teaching in all-day schools had to take place within new time structures. In this context, the Land of Bremen initiated a new teaching time model, which is, so far, unique in Germany. The results of empirical longitudinal accompanying research on the presence teaching time model indicate that pupils from low socio-economic backgrounds profited most from the new model. Further, teachers’ workload decreased and there was an increase in their cooperative behaviour. Added by: orey Last edited by: orey |