Improving learning in all-day schools: Results of a new teaching time model

Abstract

Following the results of the Programme for International Student Assessment for Germany, the Federal Ministry of Education and Research founded the capital investment program 'Future Education and Care' as a federal measure to support the expansion of all-day schooling in Germany. During this process it became obvious that learning and teaching in all-day schools had to take place within new time structures. In this context, the Land of Bremen initiated a new teaching time inodel, which is, so far, unique in Germany. The results of empirical longitudinal accompanying research on the presence teaching time model indicate that pupils from low socio-economic backgrounds profited most from the new model. Further, teachers workload decreased and there was an increase in their cooperative behaviour.