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StEG - Effects of Extracurricular Activities in Connection with the Curriculum of All-Day Primary Schools (IFS-substudy of the Study on the Development of All-Day Schools)

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Project duration: 01.03.2016 - 31.12.2019

StEG

StEG is a nationwide research program investigating the quantitative and qualitative development of all-day education and care in Germany. At the Dortmund location, the effects of extra-curricular learning arrangements that promote reading comprehension are studied in all-day schools as part of an intervention study.

Project description

The aim of the StEG substudy, Effects of Extracurricular Activities in Connection with the Curriculum of All-Day Primary Schools, is to investigate the necessary conditions and methods for successful extracurricular programming and its impact on learning in the context of all-day schooling.  In addition to the investigation, a model extracurricular learning program to promote reading comprehension is developed.  It is designed to work in conjunction with the curriculum in order to promote an optimal learning structure through the combination of curricular and extracurricular learning. 

The specific contents and methods of the model program are developed in collaboration with expert practitioners and then implemented and evaluated.  The study is implemented in 15 intervention schools and 15 control schools with a total of 45 learning groups. Effects in the form of subject related achievement gains in reading are analyzed longitudinally with two measurement points, along with individual and contextual influences. To assess these effects, the study uses the results of the VERA comparative test taken by third grade students in the subject of German.  In addition, school principals, parents, teachers, and qualified staff are interviewed. At the center of the analysis are questions relating to: program effectiveness, differential effects, conditions necessary to provide equal opportunities for disadvantaged students, individual and context specific influences that effect the overall impact of the intervention program, as well as effects on teaching practice and extracurricular program offerings.  

The StEG study has been researching and documenting the quantitative and qualitative expansion of all-day schools and all-day education and care in Germany for over ten years. While the first funding phase (2005-2011) focused on the framework of the successful expansion of all-day schooling, the second phase focused on the effects of existing practice and formats of all-day schools.  In the current funding period (2016-2018), the focus is on generating practical knowledge on the basis of effective intervention designs. 

Further information

www.projekt-steg.de

Lead researcher at IFS

Foto von Prof. Dr. Heinz Günter Holtappels Prof. Dr. Heinz Günter Holtappels,

Campus Nord, CDI, Room CDI / 227
Telephone: (+49)231 755-5519


Project management

Foto von Dr. Karin Lossen Dr. Karin Lossen,

Campus Nord, CDI, Room CDI / 236
Telephone: (+49)231 755-5507


Foto von Dipl.-Soz.-Wiss. Katja Tillmann Dipl.-Soz.-Wiss. Katja Tillmann,

Campus Nord, CDI, Room CDI / 235
Telephone: (+49)231 755-5504


Project team

Foto von Frederik Osadnik Frederik Osadnik,

Campus Nord, CDI, Room CDI / 230
Telephone: (+49)231 755-7367


Foto von Karsten Wutschka Karsten Wutschka,

Campus Nord, CDI, Room CDI / 230
Telephone: (+49)231 755-7457


External project partners

StEG Consortium

  • DIPF (Frankfurt/Main)

  • DJI (München)

  • Justus Liebig University, Giessen 


IFS substudy cooperation partners

Institut für Erziehungswissenschaft, University of Education Freiburg,

  • Prof. Dr. Wolfram Rollett 

Sub content

gefördert bmbf

 

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