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.

学校发展过程的可控性问题不仅自PISA研究以来一直是德国教育研究的主要课题之一。相关研究主要围绕新教育治理理念展开。这些研究产生了全面的知识，例如关于使用来自全州调查和比较研究或集中的全州考试的数据。当前的需求是：1)在长时间内，单一治理管理工具与学校环境的变化相结合，组织行动是如何变化的？2)这种变化在学校内部的稳定性和可持续性如何？应用研究提出，实施这些工具会导致改变的需要，就像重组组织的义务一样。这意味着重新设计学校的组织结构（例如建立控制组）。本研究的目的是重建一个长期和系统的学校组织发展过程（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订或扩充。该研究基于对学校纵向定性单一案例研究的二次分析，包括来自三个项目（2005年至2013年）的351个基于问题的访谈。与这些初步研究相匹配，得出了长达7年的长期观点。这为提出几个新问题提供了机会：例如，教育改革对学校的组织行动产生了哪些影响？在政策工具和学校工作质量方面，这种变化是否可持续？因此，专业组织的方法将转移到学校，并与定性内容分析联系起来。这项研究的目的是观察学校发展的模式，这些模式可以通过改变学校环境的需要来解释。分析的重点是学校的组织行动，随着教育改革的时刻改变组织结构（例如全州范围的调查）。

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).