Journal article

Publication year: 2020

Pages: 243-261

Journal: Psychologie in Erziehung und Unterricht

Volume number: 67

Issue number: 4

ISSN: 0342-183X

Open access status: Bronze

DOI Link: https://doi.org/10.2378/peu2020.art23d

Publisher: Reinhardt

Abstract: 
All-day schools have different opportunities to orchestrate learning and support activities for students by means of extended time slots. Representative data provides three different classes of the organization of learning and support activities in German all-day schools. Each class is described in an exemplary case study to offer a deepened understanding of each arrangement of learning and support activities. Besides schools, which focus only on homework support (singular arrangement), there are also schools offering a wider range of learning and support activities in addition to homework and homework support. In this class an implementation of a content-related and conceptual interlinking with the other learning and support activities seems to be difficult (parallel arrangement). The third class represents schools, which offer a combination of a wide range of learning and support activities and so-called learning time (individualized learning activity). The associated case study reveals special opportunities for interlinking the different learning and support activities (interlinked arrangement).

Harvard Citation style: Gaiser, J., Sauerwein, M. and Kielblock, S. (2020) Organization of learning and support activities at German all-day schools: Trend analyses and case studies, Psychologie in Erziehung und Unterricht, 67(4), pp. 243-261. https://doi.org/10.2378/peu2020.art23d

APA Citation style: Gaiser, J., Sauerwein, M., & Kielblock, S. (2020). Organization of learning and support activities at German all-day schools: Trend analyses and case studies. Psychologie in Erziehung und Unterricht. 67(4), 243-261. https://doi.org/10.2378/peu2020.art23d