Objectives: On the first step the presentation gives an overview about conditions and success of the greatest educational program in Germany, the implementation of all-day schools, and describes important indicators of development on system level and school level over time: statistics about increase of numbers of schools and all-day learning pupils, results from longitudinal study about development of student’s attendance, contentness of parents, social composition in school, quality of educational programs and conceptual foundation, time organisation and staff cooperation in all-day schools. On the second step impacts of concept factors, development work and the organisational culture of typical all-day schools on educational program, learning arrangements, attendance of students and participation and cooperation of the staff will be analyzed over a period of four years (2005-2009). 

Since the year 2002 educational system strategy in Germany show strong efforts to transform schools into different forms of all-day models to gain a higher rate of schools with extracurricular learning opportunities and to enhance student’s achievements. But quality of schooling depends on the individual school concept and on the culture of learning, especially on the organisation and the composition of the educational program. Beyond this utilization of extracurricular offers by students is depending on acceptance for the educational program and the pedagogical concept of all-day schools by parents and students.

Reserach questions: The presented results will give an answer to our central reserach question concerning development of all-day schools over time: To what extent do characteristics of pedagogical concept, of organisational culture and of development process variables contribute to explain development of the educational program and quality of learning arrangements?

Our main assumptions for analyses of longitudinal data are,

1) that different educational goals and characteristics of pedagogical concepts are able to explain the development of educational programs of all-day schools and the quality of their learning offers;

2) that key variables of the organisational culture (readiness for innovation, flexible time organization, intensity of teacher cooperation, patterns of leadership) are closely related to the development of educational programs and opportunities for learning in all-day schools over time;

3) that it make a difference for improvement, whether schools show efforts concerning systematical development work, quality management and use of external support or not.

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.

Fullan, M.: The New Meaning of Educational Change. London: Cassell. 1991 Höhmann, K./Holtappels, H.G./Schnetzer, T. (2004): Ganztagschule. Konzeptionen, Forschungsbefunde, aktuelle Entwicklungen. In: H.G. Holtappels/ K. Klemm/ H. Pfeifer/ H.-G. Rolff/ R. Schulz-Zander (Hrsg.): Jahrbuch der Schulentwicklung, Band 13. Weinheim/München (Hrsg.), .S. 253-289 Holtappels, H. G. (2004): Schulprogrammwirkungen und Organisationskultur - Ergebnisse aus nieder-sächsischen Schulen über Bedingungen und Wirkungen. In: Holtappels, H. G. (Hrsg.): Schulprogramme - Instrumente der Schulentwicklung. - Weinheim/München, S. 175-194. Holtappels, H.G./Rollett, W. (2008): Organisationskultur, Entwicklung und Ganztagsschulausbau. In: Hol-tappels, H. G./ Klieme, E./Rauschenbach, T./Stecher, L. (Hrsg.), Ganztagsschule in Deutschland. Ergeb-nisse der Ausgangserhebung der „Studie zur Entwicklung von Ganztagsschulen“ (StEG). 2., korrigierte Auflage. - Weinheim/München. S. 209-226. Rollett, W./Holtappels, H. G. (2010): Entwicklung von Ganztagsschulen in Deutschland als Reformansatz – Herausforderungen für die Schul- und Qualitätsentwicklung. In: Berkemeyer, N./ Bos, W./ Holtappels, H. G./ McElvany, N. (Hrsg.): Jahrbuch der Schulentwicklung, Band 16. - Weinheim/München. Scheerens, J.: School effectiveness and the development of process indicators of school functioning. In: School effectiveness and school improvement, vol. 1, 1990, S. 61-80 Scheerens, J./Bosker, R.: The Foundations of Educational Effectiveness. Oxford, New York, Tokyo 1997 (Elsevier Science)