Die Einführung zentraler Abiturprüfungen in Bremen und Hessen

Merki, Katharina Maag

doi:10.1007/978-3-658-11693-4_6

Cited by 5 publications

(2 citation statements)

References 24 publications

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“…The study took place from 2007 to 2011 in the two German states of Bremen and Hesse, which introduced state-wide exit examinations at the end of secondary school (ISCED 3sa). Standardized surveys were conducted in , 2008, 2009, and 2011(Maag Merki, 2016. In total, 37 secondary schools participated, and surveys were administered to teachers and students.…”

Section: Samplementioning

confidence: 99%

Taking Composition and Similarity Effects into Account: Theoretical and Methodological Suggestions for Analyses of Nested School Data in School Improvement Research

Schudel

Merki

2021

Accountability and Educational Improvement

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School improvement research is faced with a school teaching staff, which is not a simple homogeneous entity. The compositional attributes of the teaching staff – such as diversity – can have a crucial influence on school processes. Whether the teaching staff is highly fractured, consists of sharply dissociated subgroups, or has shared beliefs, affects the adoption of school improvement programs differently. However, school improvement research has not yet taken into account what different compositions of the teaching staff mean from a methodological viewpoint. It is true that the use of multilevel analysis is standard in school improvement research and that it considers nested school data. However, this method alone only takes averaged measures of teaching staffs into consideration but not their different compositions. In this contribution, we argue that school improvement research has to consider, theoretically and methodologically, how compositional attributes of the teaching staff can be conceptualized. We first discuss some advancements in the conceptualization of group composition from research on small groups and organizations. We then incorporate suggestions for different diversity typologies from small group research to describe the compositional attributes of the teaching staff. Additionally, we address how the composition of the teaching staff influences each teacher differently, depending on the specific position a teacher has within the teaching staff. We further suggest incorporating the Group Actor-Partner Interdependence Model (GAPIM; Kenny, DA, Garcia RL, Small Group Res 43:468–496, 2012) as a methodological approach for assessing these compositional influences. In addition to classic multilevel analysis, the GAPIM also considers the effects of the other teachers on staff and the similarity and dissimilarity of a teacher to the other members of the teaching staff. Finally, we illustrate the possibilities of the theoretical and methodological endorsements discussed by applying the GAPIM to a data set of 37 German upper secondary schools by way of example. We show that a teacher’s job satisfaction is not only influenced by their individual and collective teacher self-efficacy but also by positional effects: The similarity of a teacher to the other teachers on staff and the similarity among the other members of the teaching staff have additional influences on job satisfaction.

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Section: Samplementioning

confidence: 99%

Taking Composition and Similarity Effects into Account: Theoretical and Methodological Suggestions for Analyses of Nested School Data in School Improvement Research

Schudel

Merki

2021

Accountability and Educational Improvement

Self Cite

View full text Add to dashboard Cite

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“…The study took place from 2007 to 2011 in the two German states of Bremen and Hesse, which introduced state-wide exit examinations at the end of secondary school (ISCED 3sa). Standardized surveys were conducted in (Maag Merki, 2016. In total, 37 secondary schools participated, and surveys were administered to teachers and students.…”

Section: Samplementioning

confidence: 99%

Concept and Design Developments in School Improvement Research

Beverborg¹,

Feldhoff²,

Merki³

et al. 2021

Accountability and Educational Improvement

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This open access book discusses challenges in school improvement research and different methodological approaches that have the potential to foster school improvement research. Research on school improvement and accountability analysis places high demands on a study's design and method. The potential of combining the depth of case studies with the breath of quantitative measures and analyses in a mixed-methods design seems very promising. Consequently, the focus of the book lies on innovative methodological approaches. The book chapters address design, measurement, and analysis developments as well as theoretical and conceptual developments. The relevance of the research presented in the chapters for educational accountability is discussed in the book's discussion chapter. More specifically, authors present one specific innovative methodological approach and clarify that approach with a concrete example in the context of school improvement, based on empirical data when possible.This book series intends to bring together an array of theoretical and empirical research into accountability systems, external and internal evaluation, educational improvement, and their impact on teaching, learning and achievement of the students in a multilevel context. The series will address how different types of accountability and evaluation systems (e.g. school inspections, test-based accountability, merit pay, internal evaluations, peer review) have an impact (both intended and unintended) on educational improvement, particularly of education systems, schools, and teachers. The series addresses questions on the impact of different types of evaluation and accountability systems on equal opportunities in education, school improvement and teaching and learning in the classroom, and methods to study these questions. Theoretical foundations of educational improvement, accountability and evaluation systems will specifically be addressed (e.g. principal-agent theory, rational choice theory, cybernetics, goal setting theory, institutionalisation) to enhance our understanding of the mechanisms and processes underlying improvement through different types of (both external and internal) evaluation and accountability systems, and the context in which different types of evaluation are effective. These topics will be relevant for researchers studying the effects of such systems as well as for both practitioners and policy-makers who are in charge of the design of evaluation systems.

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