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

减少教育劣势是德国最近扩大全日制学校的主要理由。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，并为特殊需要提供机会。这些期望只能通过给特定的学生贴上弱势的标签来实现。可以假定，分类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劣势和相关特殊教育需求的取向模式可以重建。这将使用两个比较维度系统地概念化：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，只对某些年级的学生提供全日制教育。因此，该项目根据组织类型分析了劣势和特殊需求方面发生的差异。第二，全日制学校的一个特点是不同职业群体的合作，教师和其他额外的教育人员承担了中心职责。由于这两个职业群体的教育方法是基于不同的职业社会化和习惯，因此预期他们的定向模式会有系统的不同。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。这需要使用小组讨论。针对不同的组织类型，将在全日制学校进行职业同质和职业异质小组讨论。这使个体职业群体的复杂取向模式得以重建。此外，研究设计还提供了不同取向模式结合时的相互作用和可能发生的冲突，以及不同组织类型的全日制小学之间的潜在差异。

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.