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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 : <>. 
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
Views: 1355/1748
Views index: 12%
Popularity index: 3%
URLs ... /eerj.2008.7.2.232
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
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