Vacation effect
In educational research, the holiday effect (in the broader sense) - also known as the “ holiday gap” - is the term used to describe the effects of the non-teaching period on the development of the competencies of pupils, which are originally imparted through school. Of particular interest is the question of whether different effects of the holiday effect on specific subgroups in the student body (e.g. broken down according to social class, educational background of parents, with / without a migration background or type of school attended, etc.) can be demonstrated. One then speaks of a class-specific, milieu-specific, migration-specific etc. holiday effect (in the narrower sense).
With their “Beginning School Study (BSS)”, the US educational researchers Alexander and Entwisle have shown that the increase in learning in reading and mathematics during school time is almost the same in all social classes, while in the summer holidays there are clear class-specific differences Children from higher social strata can also register an increase in learning during the summer holidays - even if not as pronounced as in school - for children from lower social strata a stagnation in reading and in mathematics even a measurable loss is measurable. This "holiday effect" (in the narrower sense) makes the great importance of the family and social milieu for the learning and educational success of children clear, since the "gap in competence development" is obviously especially in times when the influence of School is minimal, while the influence of the social environment is maximal.
A contradicting picture emerges in German follow-up studies: while studies by the Max Planck Institute for Educational Research in primary schools did not find any “summer slump” in performance development for any of the groups, the “Shift-Specific Learning Outside Classroom (SCHLAU)” project is well received of the University of Siegen to more differentiated results in secondary education.
literature
- Karl L. Alexander, Doris R. Entwisle: Schools and children at risk . In: A. Booth, JJ Dunn (Ed.): Family-school links . Lawrence Erlbaum, Mayaw, NJ 1996.
- J. Baumgarten: Holidays in good German. Educational research . In: MaxPlanckResearch No. 3/2005, pp. 7–8.
- Hans Brügelmann : Understanding and Shaping School - Perspectives of Research on Problems of Education and Teaching . Libelle, CH-Lengwil 2005, chap. 38.
Coelen, H./Siewert, J. (2008a): The holiday effect - also shift-specific in Germany? In: Wagener, M./Ramseger, J. (Hrsg.) (2008): Inequality of opportunity in primary schools - causes and ways out of the crisis. Yearbook Primary School Research Vol. 12. Wiesbaden: VS Verlag für Sozialwissenschaften (i. Dr.). Coelen, H./Siewert, J. (2008b): Ferieneffekte. In: Otto, H./Coelen, T. (Hrsg.): Basic concepts of all-day education. The manual. Wiesbaden: VS Verlag für Sozialwissenschaften (i. Dr.).
- C. Limbird, P. Stanat: Language promotion for students with a migration background: Approaches and their effectiveness . In: J. Baumert, et al. (Ed.): Disparities in education based on origin. Differential educational processes and problems of distributive justice. In-depth analysis as part of PISA 2000 . VS Verlag für Sozialwissenschaften, Wiesbaden 2006, pp. 257–307.
Web links
Remarks
- ^ Baumgarten, Holidays in good German , 2005; Limbird, Stanat 2006.
- ↑ Cf. Brügelmann, Schule sucht und Gestaltung , 2005 and the website of the SCHLAU project: Archive link ( Memento of the original from July 4, 2007 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. .
