Beziehungsstrukturen in schulischen Innovationsnetzwerken

Abstract

Zusammenfassung Die Etablierung von Innovationsnetzwerken im Bildungswesen erfreut sich seit zwei Jahrzehnten als Reformstrategie im deutschen Bildungssystem stetig steigender Beliebtheit. Um solche, teilweise sehr komplexen Gefüge adäquat zu regulieren, werden oftmals Netzwerkkoordinatoren eingesetzt. Bisher wurde jedoch noch nicht untersucht, welche relationalen Merkmale die Netzwerke der eingesetzten Koordinatoren aufweisen. Daher untersucht diese explorative Studie 24 egozentrierte Netzwerke von acht Netzwerkkoordinatoren aus dem Projekt "Netzwerk Hochbegabtenförderung NRW" und die dazu erhobenen quantitativen Daten hinsichtlich der Beziehungen zu den angegebenen Alteri über drei Monate. Die egozentrierten Netzwerke wurden in kumulativer Form dargestellt, wohingegen die quantitativen Daten der Beziehungserfassungstabelle mit der Mehrebenenanalyse ausgewertet wurden. Die Ergebnisse sprechen für stabile Netzwerkbeziehungen, allerdings auch für ein unterschiedliches Maß an Vernetzung innerhalb und außerhalb regionaler Grenzen. Zudem konnten Prädiktoren für ausschlaggebende relationale Dimensionen der Netzwerkarbeit identifiziert werden.Schlüsselwörter Beziehungsstrukturen · Egozentrierte Netzwerkanalyse · Netzwerkkoordinatoren · Relationalismus · Schulische Innovationsnetzwerke 30 R. Junker, N. Berkemeyer 1 3 Relationship structures in innovative school networks An ego-centered network analysis of network coordinators in North RhineWestphaliaAbstract The establishment of innovation networks in education has steadily raised its popularity as a reform strategy in the German education system within the last two decades. To regulate those complex structures adequately network coordinators are often employed. However, the relational characteristics of the networks of such coordinators were not yet investigated sufficiently. Therefore, this explorative study examines 24 ego-centered networks of eight network coordinators of the project "Netzwerk Hochbegabtenförderung NRW", and its quantitative data collected on the relations with the specified alteri, for the time of three months. The ego-centered networks were presented and evaluated cumulatively, whereas the quantitative data of the relationship items were calculated by using a multilevel model. The results indicate stable network-relationships over the measurement period and a different degree of cross-linking within and beyond regional boundaries. In addition, predictors for crucial relational dimensions of networking were identified.

Linking School Culture to Successful Curriculum Reform

“…According to the dimensions of the OCAI model, this culture type can be characterised as participative with an internal focus. This largely corresponds with previous research (e.g., [39,41,49]). The large proportion of schools in the Clan culture could also be because the schools that took part in the "Reform@Work" project are small to medium-sized, which enables a closer relationship between teachers, pupils, and parents, which may promote a Clan school culture.…”

“…This means that teachers of these culture types are more oriented to scientific data and facts about school development and teaching. Furthermore, research indicates that Adhocracy culture is related to school development processes, which in turn have a positive impact on teachers' professionalisation process and competencies (e.g., [48][49][50]).…”

“…H1. Following previous research (e.g., [10,49]) that indicates that Clan culture is considered the dominant culture, especially in educational institutions, we assume that the Swiss schools most frequently correspond to the type Clan, which assumes people-and team-oriented leadership and development.…”

“…H2. For research question two, we assume, based on previous research (e.g., [10,49]), a positive correlation between the school culture types Clan and Adhocracy and the perceived success of curriculum reform. Moreover, we also assume a negative or no correlation between the school culture types Hierarchy and Market and the perceived success of curriculum reform.…”