Data-Based School Improvement: The Role of Principals and School Supervisory Authorities within the Context of Low-Stakes Mandatory Proficiency Testing in Four German States.
Data-Based School Improvement: The Role of Principals and School Supervisory Authorities within the Context of Low-Stakes Mandatory Proficiency Testing in Four German States.
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基于数据的学校改进：德国四个州低风险强制性能力测试背景下校长和学校监管机构的作用。
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发表时间：
2015
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影响因子：
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通讯作者：
Harm Kuper
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作者：
Carolin Ramsteck;Barbara Muslic;Tanja Graf;Uwe Maier;Harm Kuper
目的-本文的目的是调查校长和学校监管当局如何理解和使用德国低风险背景下强制性水平测试（VERA）的反馈。为了进行分析，作者参考了学校的理论模型，该模型区分了自治和管理专业组织（Thiel, 2008a）。设计/方法/方法-定性研究的经验基础是对比案例研究，重点是个别学校和学校监管当局。根据Glaser和Strauss(2005)，案例的选择以理论抽样为导向。为了进行分析，作者使用了一组高中的样本，柏林有四所，图林根州、勃兰登堡州和巴登-符腾堡州各有五所。作者总共在两个时间段内对19所学校进行了229次结构化访谈，访谈对象是教育系统各个层面的不同角色(校长、学科负责人……
Purpose – The purpose of this paper is to investigate how principals and school supervisory authorities understand and use feedback from mandatory proficiency tests (VERA) in the low-stakes context of Germany. For the analysis, the authors refer to a theoretical model of schools that differentiates between Autonomous and Managed Professional Organisations (Thiel, 2008a). Design/methodology/approach – The empirical basis of the qualitative research are contrastive case studies which are focusing on individual schools and on school supervisory authorities. The selection of cases was oriented on Theoretical Sampling according to Glaser and Strauss (2005). For the analysis, the authors used a sample of upper track secondary schools (Gymnasien), four from Berlin and five each from Thuringia, Brandenburg and Baden-Wuerttemberg. In total, the authors conducted 229 structured interviews over two periods in 19 schools with different protagonists on all levels of the educational system (principals, heads of subject...