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Data-based school development processes for reorganizing individual schools in the long term. A secondary analysis of qualitative longitudinal data on individual schools from 2005 to 2013.

基于数据的学校发展流程，用于长期重组个别学校。

基本信息

批准号：
385971509
负责人：
Professorin Dr. Viola Hartung-Beck
金额：
--
依托单位：
Fachbereich Angewandte Sozialwissenschaften
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2017
资助国家：
德国
起止时间：
2016-12-31 至 2018-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/385971509?language=en
关键词：
Data based development processes reorganizing

项目摘要

Questions on the controllability of school development processes represent one of the main topics of educational research in Germany, not only since the PISA study. The relating research focuses on the idea of the new educational governance. These studies have generated a comprehensive knowledge e.g. about the use of data from state-wide surveys and comparative studies or centralized state-wide examinations. Current desiderates are: 1) In which way is organizational action changing in conjunction of single governance management instruments with changes of the environment of schools in a long time period? 2) And how stable and sustainable does this change in action proof within the schools? The applied study proposes that implementing these instruments causes a need to change, describable like an obligation to reorganize the organization. That means the redesign of organizational structures in schools (e.g. the establishment of control groups). The aim of this study is reconstructing a long term and systematic organizational development process in schools (possibilities for reorganization) including the consideration of changes of the environment of schools. The proposed project aims at developing a multidimensional model providing a typology of organizational school development processes. This study sets out to contribute a revision or expansion to the previous models of school development. The study is based on a secondary analysis of longitudinal qualitative single case studies on schools consisting of 351 problem-based interviews resulting from three projects (2005 to 2013). Matching these primary studies concludes a long-term perspective over a period of up to seven years. This provides the opportunity to ask several new questions: e.g. which influence do educational reforms provide on organizational action in schools? Is the change sustainable in relation to the policy instruments and the quality of work in schools? Therefore an approach of professional organizations will be transferred on schools and linked with the qualitative content analysis. The aim of this study is to observe patterns of school development which can be explained by the need of change in the environment of schools. The analysis focuses organizational action in schools changing the organizational structure in association with the moment of educational reform (e.g. state-wide surveys).

关于学校发展过程可控性的问题是德国教育研究的主要主题之一，不仅是自PISA研究以来。相关研究主要集中在新教育治理理念上。这些研究产生了全面的知识，例如关于使用全州调查和比较研究的数据或全州范围的集中检查的知识。当前的期望是：1)在很长一段时间内，随着单一治理管理工具和学校环境的变化，组织行动将以何种方式发生变化？2)这种变化在学校内部的行动证据中有多稳定和可持续？应用研究提出，执行这些文书会导致需要改变，可以用重组组织的义务来形容。这意味着重新设计学校的组织结构(例如，设立控制小组)。这项研究的目的是重建学校长期和系统的组织发展过程(重组的可能性)，包括考虑学校环境的变化。拟议的项目旨在开发一个多维模型，提供组织学校发展过程的类型学。本研究旨在对以往的学校发展模式作出修正或扩展。这项研究是基于对学校纵向定性个案研究的二次分析，该研究由三个项目(2005至2013)产生的351个基于问题的访谈组成。与这些初步研究相匹配，得出的结论是长达七年的长期前景。这提供了提出几个新问题的机会：例如，教育改革对学校的组织行动产生了什么影响？这种变化在政策工具和学校工作质量方面是可持续的吗？因此，将一种专业组织的方法转移到学校，并与定性内容分析挂钩。这项研究的目的是观察学校发展的模式，这些模式可以用学校环境变化的需要来解释。分析的重点是学校的组织行动，根据教育改革的时刻改变组织结构(例如，全州调查)。