摘要：In this paper we draw up a theory-based framework to describe developmental processes within full-day schools. The framework focusses on the development and implementation of innovations and considers school processes and relationships as well as the limits of external support for implementations. This way the neglected school development perspective in the research field “full-day schools” is fostered. Although it could be demonstrated that full-day schools have the potential to promote subject specific proficiencies it has to be assumed that those capabilities are not utilized to their full extent. The generation of process knowledge, especially concerning the development and implementation of innovations at full-day schools, could foster the increase of student achievement, which was given out as the central objective of the full-day school offensive by Germany’s education policy.
