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"Educational Disadvantage" as a Topic of Education Professionals in All-Day Schools

“教育劣势”成为全日制学校教育工作者的话题

基本信息

批准号：
231964997
负责人：
Professor Dr. Thomas Coelen
金额：
--
依托单位：
Department Erziehungswissenschaft
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2012
资助国家：
德国
起止时间：
2011-12-31 至 2015-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/231964997?language=en
关键词：
Educational Disadvantage Topic Education Professionals

项目摘要

The reduction of educational disadvantage is a central legitimation for the recent expansion of all-day schools in Germany. Current information indicates that a reduction of educational disadvantage is not only a goal of education policy, but also education professionals at all-day schools strive to reduce educational disadvantage and put special needs opportunities in place. These expectations can only be realized by label-ing specific pupils as being disadvantaged. It is to be assumed that categorical differentiations are used as a basis for professional actions. Hence the central question is which orientation patterns of educational disad-vantages and related special education needs can be reconstructed for education professionals in all-day primary schools. This will be methodically conceptualized using two comparative dimensions: Firstly, the researchers take into consideration that all-day schools vary organizationally and offer, in some cases, all-day schooling for only certain grade levels. Therefore, the project analyzes which differentiations occur with respect to disadvantage and special needs according to the organizational type. Secondly, a feature of all-day schools lies in the cooperation of different occupational groups as central duties are taken over by teachers and additional other education personnel. It is expected that the orientation patterns of both occu-pational groups differ systematically since their educational approach is based on a different occupational socialization and habitus. To understand these aspects, this project uses a research design that is capable of reconstructing implicit habitual orientations. This requires the use of group discussions. Both occupational-homogeneous and occupational-heterogeneous group discussions will be conducted at all-day schools for the varying organizational types. This enables complex orientation patterns of the individual occupational groups to be reconstructed. In addition, the research design provides insight on the interactions and possible conflicts that occur at the conjunction of different orientation patterns as well as on the potential differences across all-day primary schools with varying organization types.

减少教育上的不利条件是最近在德国扩大全日制学校的一个主要理由。目前的信息表明，减少教育劣势不仅是教育政策的目标，而且全日制学校的教育专业人员也在努力减少教育劣势并提供特殊需求机会。这些期望只能通过给特定学生贴上弱势标签来实现。我们假定，范畴区分被用作专业行动的基础。因此，核心问题是，全日制小学教育专业人员的教育缺陷和相关的特殊教育需求的定位模式可以重建。这将使用两个比较维度进行系统的概念化：首先，研究人员考虑到全日制学校在组织上各不相同，在某些情况下，全日制学校只为某些年级提供全日制教育。因此，该项目分析了根据组织类型在劣势和特殊需求方面出现的差异。第二，全日制学校的一个特点是不同职业群体的合作，因为主要职责由教师和其他教育人员承担。由于两个职业群体的教育方式是基于不同的职业社会化和习惯，因此可以预期，这两个职业群体的取向模式存在系统性差异。为了理解这些方面，本项目采用了一种能够重建内隐习惯取向的研究设计。这就需要进行小组讨论。将在全日制学校为不同的组织类型进行职业同质和职业异质小组讨论。这使得各个职业群体的复杂倾向模式得以重建。此外，研究设计提供了洞察力的相互作用和可能发生的冲突，在不同的方向模式的连接，以及在不同的组织类型的全日制小学的潜在差异。