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School Effectiveness and School Improvement
An International Journal of Research, Policy and Practice
Volume 30, 2019 - Issue 2
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Articles

Participation in extracurricular activities and student achievement: evidence from German all-day schools

Isa SteinmannCenter for Research on Education and School Development (IFS), TU Dortmund University, Dortmund, GermanyCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-9940-4413View further author information
ORCID Icon,
Rolf StrietholtCenter for Research on Education and School Development (IFS), TU Dortmund University, Dortmund, GermanyView further author information
&
Daniel CaroDepartment of Education, University of Oxford, Oxford, UKView further author information
Pages 155-176 | Received 26 Mar 2018, Accepted 22 Oct 2018, Published online: 16 Nov 2018

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José Miguel Merino-Armero, José Antonio González-Calero & Ramón Cózar-Gutiérrez. (2023) The effect of after-school extracurricular robotic classes on elementary students’ computational thinking. Interactive Learning Environments 31:6, pages 3939-3950.
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Articles from other publishers (7)

Kathrin Thums, Karin Gehrer, Timo Gnambs, Kathrin Lockl & Lena Nusser. (2023) Data from the National Educational Panel Study (NEPS) in Germany: Educational Pathways of Students in Grade 5 and Higher. Journal of Open Psychology Data 11:1, pages 3.
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Jin Shi, Haiping Xue, Chenchen Fang & Li Luo. (2022) Can After-School Tutoring Sustainably Empower Preschoolers’ Development? —A Longitudinal Study. Sustainability 14:16, pages 10144.
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Partha Pratim Mitra & Nguyen Phuong Anh. 2022. Graduate Employability Across Contexts. Graduate Employability Across Contexts 105 123 .
Mutlu Uygur, Burak Ayçiçek, Hikmet Doğrul & Tuğba Yanpar Yelken. (2020) Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education. Sustainability 12:24, pages 10354.
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Asta Dilytė, Daiva Skučienė & Eugenijus Dunajevas. (2020) Establishment of the All-day School in Lithuania: An Institutional Analysis. Acta Paedagogica Vilnensia 44, pages 45-61.
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Markus N. Sauerwein, Nina Thieme & Emanuela Chiapparini. (2019) Wie steht es mit der Ganztagsschule? Ein Forschungsreview mit sozialpädagogischer KommentierungWhat about the all-day school? A research review with a social pedagogical comment. Soziale Passagen 11:1, pages 81-97.
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Isa Steinmann & Rolf Strietholt. (2019) Student achievement and educational inequality in half- and all-day schools: Evidence from Germany. International Journal for Research on Extended Education 6:2-2018, pages 175-197.
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