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Article in School Effectiveness and School Improvement was published

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31.07.2019 – Steinmann, I., Strietholt, R. & Caro, D. (2018). Participation in Extracurricular Activities and Student Achievement: Evidence from German All-Day Schools. School Effectiveness and School Improvement. doi 10.1080/09243453.2018.1540435

The present study investigates the effects of participation in aca-demic extracurricular activities on student achievement in mathe-matics and reading in the course of secondary schooling. We use 2 samples of nonmandatory all-day schools that are part of the National Educational Panel Study (NEPS): N = 1,131 fifth graders at 43 schools were followed until Grade 7 and N = 1,545 seventh graders at 64 schools until Grade 9. We compare students partici-pating in all-day schools’ extracurricular activities homework sup-port, remedial education, and subject-specific programs to nonparticipating students. After controlling for prior achievement and further student background variables as well as estimating school fixed effects, we find no effects of participation in extra-curricular activities on student achievement for both samples and both outcomes. The study contributes to the evidence base on the effects of extracurricular activities. We discuss the findings in light of the international discourse on effective extracurricular activities.

 

New journal article in Psychology in education and teaching was published (June 2017)

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30.06.2017 – Hartwig, S. J., Schwabe, F., Gebauer, M. M. & McElvany, N. (2017). Wie beurteilen Lehrkräfte und Lehramtsstudierende Leistungsheterogenität? Ausprägungen und Prädiktoren von Einstellungen und Motivation. Psychologie in Erziehung und Unterricht, 64 (2), 94–108.

In this article the influence of different facets in attitudes and motivation of teachers regarding performance heterogeneity in school classes is examined. The results were discussed regarding implications and relevance. The article was published in the journal Psychologie in Erziehung und Unterricht (PEU, [Psychology in education and teaching]).

 

2. volume of „Dortmunder Symposium der Empirischen Bildungsforschung“ published

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04.04.2017 – The second volume of this book series focusses on conditions of successful learning-and educational processes. Renowned experts present current research from educational, psychological and didactic perspectives and discuss implications for further research in empirical educational studies. This book series presents results from the annual conference “Dortmunder Symposium der Empirischen Bildungsforschung” and is published by Waxmann.

 

New edited volume on integration of refugee minors

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22.03.2017 – The edited volume Settling in the Schools – Chances and Challenges during the Integration Process of Refugee Minors presents a collection of contributions from scientists and practitioners on the integration of refugee minors in the German school system, dealing with diverse topics such as integration in the classroom, fostering of language acquisition and support for traumatized children. In addition, experts from education administration, politics, research and practice give their assessment of the current situation.

 

New practical handbook „Integration of Newly Immigrated Children and Adolescents without Knowledge of German. Opportunities, Challenges and Perspectives“ published

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07.12.2016 – The practical handbook reports on experiences and conditions of successful dealing with immigrated pupils of 13 Ganz In-schools, who have no knowledge of German. Organizational and legal framework conditions are discussed as well as possible obstacles. This practical handbook provides hints and comments of teachers concerning school organization, teaching and social integration. These practical solutions are developed on the basis of practice and can function as tools in further practice.

 

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