Titlebook: Extended Education from an International Comparative Point of View; WERA-IRN Extended Ed Marianne Schüpbach,Nanine Lilla Book 2019 Springer

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Implementing Self-Regulated Learning at All-Day Schools Using the Analytical Framework for Developmeull extent. One reason could be that the implementation of innovative concepts is highly complex. In this chapter, we describe one approach to implementing innovation at all-day schools using a theory-driven analytical framework for developmental processes. One typical advantage of all-day schools i

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Extended Education Offerings and Students’ Development of School Achievementect on the development of school achievement (mathematics and reading achievement) and whether effects of family background on the development of school achievement can be reduced. For the analyses, multilevel latent growth curve models were calculated. When controlling for socioeconomic status and

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FEMUR

How Attendance of All-Day Schools in Germany Relates to Second Grade Foreign Language Students’ Readce the chances of academic success for students who for the time being seem to be disadvantaged, for example foreign language students. Against this background, in this paper, we empirically investigate how attendance of all-day schools relates to second grade foreign language students’ reading achi

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Professionalization for Multiprofessional Collaboration in All-Day Schools in Germany – MuTiG: A Studespite numerous challenges that could impede it. In this paper, we investigate whether participation in multiprofessional courses at university influences attitudes of pre-service teachers and students of social work toward multiprofessional collaboration. To provide students with the experience of

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minaret

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Motivational Features of Extracurricular Learning Sessions in All-Day Schools With and Without Peer te for individual disadvantages. In this context, peer tutoring such as that implemented in the “SamS” program, in which 8th graders serve as tutors in extracurricular learning sessions with younger pupils, is seen as a promising approach. This study investigates how tutors, teachers, and pupils as

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