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。

• 批准号: 279117632
• 负责人: Professorin Dr. Esther Dominique Klein
• 金额: --
• 依托单位: Graduate School of Education
• 依托单位国家: 德国
• 项目类别: Research Fellowships
• 财政年份: 2015
• 资助国家: 德国
• 起止时间: 2014-12-31 至 2015-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/279117632?language=en
• 关键词: Leadership; Improvement; Context.; Systematic; Comparative

In recent years, the importance of school leadership has been increasingly emphasized in the discussion about conditions and characteristics of successful improvement of schools with increased needs for improvement particularly in organizational and instructional processes (which often is the case in schools with difficult context conditions). Empirical evidence suggesting the relevance of school leadership for the design and outcome of school improvement strategies are mainly from the USA; so far, only few studies have investiagted the role of school leadership in the improvement of schools with increased development needs in Germany. In this respect, it is unclear to what extent the findings from the USA can be transferred to leadership in German schools, especially with regard to the diverging context conditions that predetermine how much principals can actually affect and change processes within the school. Accordingly, the current research base does not provide indications as to whether the central position the principal often has in the German school improvement literature is justified.The research project described therefore uses a comparative study of school leadership activities in schools with increased development needs in California and North Rhine-Westfalia to study the interdependencies and logic of action as well as leadership strategies of principals. The scholarship is used to conduct the analyses in the USA. During a stay of twelve months at the University of California, Berkeley, six schools with increased development needs will first be analyzed using network analysis and a survey. In a second step, two of these schoosl will be subject to deeper analysis using anethnographic approach. The goals are to find out to what extent differences in the structural and historical-cultural context of schools with increased need for improvement in Germany and the USA affect leadership, and to develop hypotheses as to whether leadership models from anglophone research can be transferred to the German context.

近年来，在讨论成功改进学校的条件和特点时，学校领导的重要性越来越受到重视，特别是在组织和教学过程中（在环境条件困难的学校中往往如此）。实证证据表明，学校领导的相关性，学校改进策略的设计和结果主要来自美国，到目前为止，只有少数研究调查了学校领导的作用，在改进学校的发展需求增加，在德国。在这方面，目前还不清楚在多大程度上可以从美国的研究结果转移到德国学校的领导，特别是在不同的背景条件，预先确定多少校长可以实际影响和改变学校内的过程。因此，目前的研究基础并没有提供迹象表明，在德国的学校改进literaturis.The研究项目描述的中央位置的校长往往是justified. The学校领导活动的比较研究，在加州和北莱茵-威斯特伐利亚州的发展需要增加，研究的相互依存关系和逻辑的行动，以及领导策略的校长。该奖学金用于在美国进行分析。在加州大学伯克利分校停留12个月期间，将首先使用网络分析和调查对6所发展需求增加的学校进行分析。在第二步中，这些学校中的两所将使用人种志方法进行更深入的分析。我们的目标是找出在多大程度上的差异，在结构和历史文化背景下的学校，在德国和美国需要改进的影响领导，并制定假设，是否领导模式从英语研究可以转移到德国的情况下。