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Leadership and School Improvement in Context. A Systematic Comparative Analysis of North Rhine-Westfalia and California

领导力和学校的改进。

基本信息

批准号：
279117534
负责人：
Professorin Dr. Esther Dominique Klein
金额：
--
依托单位：
Institut für Allgemeine Didaktik und Schulpädagogik (IADS)
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2015
资助国家：
德国
起止时间：
2014-12-31 至 2018-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/279117534?language=en
关键词：
Leadership Improvement Context.Systematic Comparative

项目摘要

The findings from the mostly American school improvement research point to the central relevance of leadership for successful school improvement. This is especially true for schools with an increased improvement need, either because of their poor achievement results or because of unfavorable organizational conditions (e.g., collaboration, school climate). This is very often the case in schools serving disadvantaged communities (SSDC), which are located in socially and ethnically segregated areas and are faced with challenging external and internal contingency factors as a results of a high amount of students from socially disadvantaged families. So far, however, there is only little evidence on the extent to which these findings can also be applied to leadership in schools in Germany. The research project Leadership and School Improvement in Context therefore analyzes the roles, interdependencies, and leadership activities of principals in highly successful SSDC in North Rhine-Westfalia (NRW) and California. In the first part oft he project, which was carried out during a DFG research fellowship, the focus was on principals in California. The second part that is being introduced here will focus on leadership activities of principals in NRW and on the juxtaposition and comparison of the results from both studies.The 24-month study in NRW consists of two parts. In the first part, the study will analyze six highly successful and six averagely performing SSDC using a quantitative survey that includes scales asking for leadership and organizational characteristics of the school as well as a network analysis. In the second part, two of the highly successful and two oft he averagely successful schools go through an in-depth analysis. For this purpose, the principals are observed, and principals, vice principals, teachers, and administrative personnel are interviewed.The goal is to describe differences in the institutional frame and the internal and external contingency factors of SSDC in Germany and the USA that are relevant for the actions of principals, and to derive hypotheses about whether the models developed in North America can be transferred to the German situation.

主要来自美国的学校改进研究的结果指出了领导力与成功的学校改进的核心相关性。对于那些需要改进的学校来说尤其如此，要么是因为他们的成绩不佳，要么是因为不利的组织条件（例如，合作、学校氛围）。这种情况在为弱势社区服务的学校（SSDC）中非常常见，这些学校位于社会和种族隔离地区，由于大量来自社会弱势家庭的学生，面临着具有挑战性的外部和内部突发因素。然而，到目前为止，几乎没有证据表明这些发现在多大程度上也可以应用于德国学校的领导力。因此，在北莱茵-威斯特法利州（NRW）和加利福尼亚州非常成功的SSDC中，研究项目领导力和学校改进分析了校长的角色、相互依赖关系和领导活动。该项目的第一部分是在DFG研究奖学金期间进行的，重点是加利福尼亚的校长。第二部分将重点介绍北威州校长的领导活动，并对两项研究的结果进行并列和比较。在北威州进行的为期24个月的研究包括两个部分。在第一部分中，该研究将使用定量调查来分析六个非常成功和六个表现一般的SSDC，其中包括要求学校的领导和组织特征的量表以及网络分析。在第二部分中，对两所非常成功的学校和两所一般成功的学校进行了深入的分析。为此，我们对校长进行了观察，对校长、副校长、教师和行政人员进行了访谈。本文的目标是描述德国和美国的制度框架差异，以及与校长行为相关的SSDC内部和外部偶然性因素，并得出关于北美开发的模型是否可以转移到德国情况的假设。