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Schuepbach Marianne (2009). « Quality and Effectiveness of Education and Care for Primary-School-Age Children (age 6 – 8) in all-day schools in Switzerland ». In European Association for Research on Learning and Instruction.Fostering Communities of Learners, Amsterdam, 27 août 2009. En ligne : <http://www.earli2009.or ... kofabstracts/start.html>. 
Added by: Agnès Cavet (04 Feb 2011 09:43:14 Europe/Paris)
Resource type: Proceedings Article
BibTeX citation key: Schuepbach2009
Categories: General
Keywords: Suisse, temps et rythme scolaires
Creators: Schuepbach
Publisher: European Association for Research on Learning and Instruction (Amsterdam)
Collection: Fostering Communities of Learners
Views: 2145/2860
Views index: 21%
Popularity index: 5.25%
URLs     http://www.earli20 ... stracts/start.html
"The performance of Swiss school children in PISA 2000 alarmed both the public as well as education experts. As a response, action measures in various areas have been put forward with the aim of addressing weak points in the Swiss education system. One recommendation is the expansion of school-age care programs. There is no research on the effectiveness or the effects of after-school care and education in Switzerland yet. The international situation is similar. There are few studies that focus on the effects of family and out-of-family care in relation to developmental outcomes of children.
The research project EduCare presented in this paper is funded by the Swiss National Science Foundation and takes place in the German-speaking part of Switzerland. This longitudinal study addresses questions relating the quality of different settings of institutional and family care to their effects on children's cognitive and socio-emotional development in the first years of school (age 6-8). The conceptual framework of the study for measuring educational quality is based on a structural/process model developed by Tietze et al. (1998). The hypotheses will be tested using a longitudinal survey with a quasi-experimental design using two test groups (all-day schools and schools with core times [Blockzeiten]) and one control group (N=70 classes; N= 521 students). In our paper we are going to focus on the following questions: What are the effects of the different factors on the cognitive and social/emotional development of children? Are there differences in development between the groups? We will present results concerning the children's development after the first two grades."
Added by: Agnès Cavet  
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