Session Information
09 SES 09 A, Structure and Determinants of Multiple Competencies of Grade 4 Learners: Findings from PIRLS/TIMSS 2011 combined – PART 1
Symposium
Contribution
The moderate performances of German students in international large-scale assessments resulted in a nationwide school reform aiming at a comprehensive implementation of all-day schools. Within the last decade, the number of schools, which provide extracurricular, all-day programs for their students, more than tripled (KMK, 2012). Educationally, all-day schools are considered to be one instrument to enhance students’ learning by increasing their domain-specific competencies and by reducing educational inequality (Holtappels, 2009). However, only little is known about the effects of full-time schooling – especially when compared to part-time schooling. First results located on the organizational level of schools (Reinders et al., 2010; Radisch, Klieme & Bos, 2006; Strietholt et al., subm.) indicate that the reading competencies of students in all-day schools do not differ from the competencies of students who are taught in half-day schools. Even though global effects of different organizational school-types are not found, it can be assumed that the individual participation of students in extracurricular learning opportunities can be conducive for the students’ domain-specific learning. Based on data from PIRLS and TIMSS 2011 the present paper investigates in how far the participation in all-day school programs is related to the students’ achievement in mathematics, science, and reading.
Method
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.