Objectives: The analyses of the study purpose to explain development processes of all-day schools and focuse on development of the educational program, extracurricular offers and learning opportunities and characteristics of the organisational culture of these schools over four years from 2005 to 2009. The special educational importance will be delivered by identifying key factors for successful strategies to improve the learning culture of schools on the level of organisation and on the level of learning arrangements.

Theoretical framework: The theoretical framework of the study is related to a modified school quality model following to an approach of relationships between learning opportunities or offers and learning utilization by students on one side. Beyond this the study follows a preliminary “development process model”, which includes relationships between factors of development processes, of educational goals and pedagogical concept and of the organisational culture of school as predictors for variables on the teaching level and the individual level of student’s learning on the other side. The findings may identify successful key factors and give differential insights and new ideas for theoretical approaches of school development in international discourse.

Reseach questions:

Our main assumptions is, that school development strategies and process factors of development work within schools are closely related to different demanding educational programs and opportunities for learning and to characteristics of the organisational culture, too. Analyses on school level should find impacts of development efforts and process factors on development of the realized educational program and of patterns in the culture of organisation in all-day schools. The following questions are leading the presented analyses:

1. Which strategies and practice of schol development work focusing school concept for all-day schooling are to identify in all-day schools?
2. How far development process factors are able to explain different patterns of learning culture (scope and speectrum of offers) and the development of educational programs?
3. Which variables of school development process are enhancing conceptual connections between teacher instruction in lessons and extracurricular offers over time?
4. Can we identify process factors of development work as predictors for teacher cooperation and for encouraging teachers to active participation and to conduct extracurricular offers for pupils?

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