In Germany, there is a close correlation between social background, opportunities to participate in education and educational success. To deal with this and improve educational equity, schools are challenged to recognize the individual potential of children even more precisely and to develop it more effectively. For this purpose, high expectations are placed on all-day schools in particular. This is where the proposed research project intervenes: The aim is to develop high-quality support and prevention measures for all-day elementary school with reference to the social context. The intention is to make a substantial contribution to promoting quality in education (BMBF, 2020). The scientific findings from the project and the resulting materials and courses can be used for school development processes and disseminated through conferences.
(1) Which features are characteristic of the implementation of all-day schools in Germany?
(2) Which characteristics of all-day elementary school and their extracurricular cooperation partners in Germany are, according to the judgment of (inter)national experts, decisive with regard to the success expected from all-day for the target group?
(3) How do practitioners assess the insights gained from the expert survey for the further development of the learning environments of all-day elementary school?
(4) Which concepts, measures and products can be initiated and tested together with the practice and transfer partners at the different levels?