The bureaucratization of groupings. Local and transnational dynamics of innovation in the introduction of age-graded school classes in compulsory education (Prussia, the US, and Spain, ca. 1830-1930)

在本课题中，笔者对义务教育中实施分龄班的漫长历史进行了重构和分析，认为这一历史是一种创新的跨国引进过程。分级班级是学生分组的一种特殊形式，在这种形式中，使用正式和官僚的标准来组成学校班级，取代了根据成绩、道德标准和学校个别科目的成绩对学生进行分类的旧形式。在年龄分级的基础上重新组织整个学校系统的想法自近代以来就已为人所知。然而，只是到了世纪，年龄分级的观念才逐渐发展成为学校学生分组的主要标准，并成为所谓的正常学校职业的定义。这发生在这样一个背景下，在这个背景下，学校改革，特别是学校班级的组成，肯定成为跨国观察、交流和模仿的对象。该项目重点关注引入按年龄分级学校班级的本地和跨国动态。关于跨国动力学，我采用了创新社会学中主要采用的创新者、早期采用者和后期采用者之间的区别，以掌握创新引入的顺序及其变化的速度。根据这一区别，我选择普鲁士（创新者），美国（早期采用者）和西班牙（后期采用者）进行比较和跨国分析。在地方动态方面，重点是根据区域和人口标准以及学校政策领域的不同结构选择一些城市学校系统。这一选择将有助于了解不同国家实施学生分组新模式的不同形式。我将进行案例和比较研究，包括当地的实施和制度化的理由和国际观察和跨国参考。我整合这些分析在一个更广泛的跨国历史的出现年龄分级作为现代学校结构的一个中心特征。

In this project, I reconstruct and analyze the long history of the implementation of age-graded classes in the field of compulsory education and consider this history as being a transnational process of the introduction of an innovation. Age-graded classes constituted a specific form for the grouping of students, in which the use of formalized and bureaucratic criteria for the formation of school classes replaced old forms of classification of students based on merit, moral criteria and attainments in individual school subjects. The idea of reorganizing entire school systems on the basis of age grading was certainly known since early modern times. Yet, only in the 19th century the idea of age grading increasingly advanced to the leading criterion for grouping students in schools, and for the definition of so-called normal school careers. This occurred in a setting, in which school reforms and particularly the composition of school classes definitely became objects of transnational observation, communication, and imitation. The project focuses on the local and transnational dynamics in the introduction of age graded school classes. With regard to the transnational dynamics, I took the distinction, largely adopted in the sociology of innovations, between innovator, early and late adopters to grasp the sequence of the introduction of the innovation and its varying pace. Following this distinction, I choose Prussia (innovator), the US (early adopter) and Spain (late adopter) for a comparative and transnational analysis. With regard to the local dynamics, a selection of urban school systems, selected on regional and demographic criteria as well as due to different structures in the field of school policies, is in focus. This selection will shed light on the different forms of the implementation of the new model for the grouping of students in the different countries. I will conduct case and comparative studies that include both the local rationales of the imposition and institutionalization and the international observation and transnational references. I integrate these analyses in a broader transnational history of the emergence of age grading as a central feature of modern school structures.