Kopplungen und Entscheidungen in der Organisation Schule

Muslic, Barbara

doi:10.1007/978-3-658-17268-8

Cited by 14 publications

(7 citation statements)

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“…In addition to this data, Muslic (2017) shows in her study concerning the German federal states of Berlin and Baden-Württemberg that in many schools the subject-specific departments are central to the discussion of the results of state-wide assessments. The measures derived include, in particular, processrelated activities such as support concepts and didactic agreements.…”

Section: Rheinland-pfalz (Germany)mentioning

confidence: 97%

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World-wide barriers and enablers to achieving evidence-informed practice in education: what can be learnt from Spain, England, the United States, and Germany?

Malin

Brown

Ion

et al. 2020

Humanit Soc Sci Commun

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A global push exists to bolster the connections between research and practice in education. However, fostering evidence-informed practice (EIP) has proven challenging. Indeed, this ‘problem’ requires simultaneously attending to multiple aspects/levels of education systems, and to the contexts within which they reside. As such, comparative analyses using systems approaches hold potential for achieving context-specific insights regarding how to foster EIP. However, such analyses have been scarce, and what research does exist has generally been limited relative to methods and theory. Given this, the present study executes and describes/reflects upon a novel approach for analysing and comparing EIP in/across systems. In this study, educators’ evidence use patterns are described and comparatively analysed, using a sample of four regions within high-income national settings: Catalonia (Spain), England (UK), Massachusetts (USA), and Rheinland-Pfalz (Germany). This study employs a dual analytical frame (a cohesion/regulation matrix and institutional theory) to supply a methodological lens through which to understand EIP within and across these four systems. Together, this approach not only provides a way of accounting for the macro-level differences between contexts, it also enables a comparison of meso-level and micro-level factors (via institutional theory) that might be common and distinct across systems. This study’s findings reveal substantial diversity in the extent and nature of evidence use between systems, which in turn patterned according to distinctive cultural, systemic, and institutional features. Considering these findings, this study’s discussion advances some provisional insights and reflections regarding actual and potential EIP in education. For example, variability relative to the types/extents of accountability pressures, and how this affected educators’ data and evidence use, enabled a discussion holding relevance for policymakers. We also share process-related insights—i.e., describing the advances and challenges we experienced while undertaking this new approach. These points hold relevance for colleagues wishing to emulate and improve upon the efforts described herein, which we argue are applicable both in and beyond the education sector. Relative to education, these approaches can be applied and improved with an eye toward developing context-specific (vs. one-size-fits-all) packages for fostering EIP and, ultimately, achieving high quality and progressively improving schools/systems.

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Section: Rheinland-pfalz (Germany)mentioning

confidence: 97%

“…Kronsfoth et al, 2018). School principals can also positively influence an organisational climate that is open to evaluations and instruments of performance measurement, as well as promote an overall organisational embedding of the processing and use of evidence (Muslic, 2017).…”

Section: Rheinland-pfalz (Germany)mentioning

confidence: 99%

World-wide barriers and enablers to achieving evidence-informed practice in education: what can be learnt from Spain, England, the United States, and Germany?

Malin

Brown

Ion

et al. 2020

Humanit Soc Sci Commun

View full text Add to dashboard Cite

show abstract

“…Thus, successful principals modelled effective behavior with regard to data use and helped their teachers and other staff members focus on student learning rather than performance, determining teaching goals and developing skills (Park 2018). Research from Germany shows that principals generally have a less central position when it comes to data use (Muslic 2017;Kronsfoth et al 2018), even though recent findings from a German research project emphasize how important leadership is for dealing with data especially in SSDCs (Drucks et al 2020).…”

Section: Improvement Of Ssdcsmentioning

confidence: 99%

International Perspectives on School Settings, Education Pollicy and Digital Strategies

2021

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“…Also, even though the paradigm shift started in the 1990s, current research suggests that principals do not yet see themselves as leaders or managers of their schools (Warwas, 2012), and that, on average, principals tend to perform very little leadership in terms of, for instance, teacher collaboration, data use, instructional improvement, or staff development (Appius et al, 2012;Harazd and Drossel, 2011;Muslic, 2017;Pietsch and Tulowitzki, 2017).…”

Section: Changes In the Role Of Principals In Germanymentioning

confidence: 99%

Ready to lead school improvement? Perceived professional development needs of principals in Germany

Klein¹,

Schwanenberg²

2020

Educational Management Administration & Leadership

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As a result of reforms in the governance of schools, the role of principals in Germany has changed from a teacher with additional administrative tasks to a leader of school improvement. However, many principals in Germany did not receive any substantial formal training for management and leadership tasks. Using the results of a survey of 1240 principals in nine German states, we investigated in which areas of school improvement German principals had professional development needs and how their needs were related to individual and school-related factors. Despite a lack of training and in contrast to studies from other countries, principals reported only moderate professional development needs, and these were influenced, only to a limited extent, by their training and experience and, to a greater extent, by the individual self-efficacy and the perception of teachers in schools. The results might indicate that the normatively postulated change of the principal’s role has not yet permeated their practice.

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Kopplungen und Entscheidungen in der Organisation Schule

Cited by 14 publications

References 0 publications

World-wide barriers and enablers to achieving evidence-informed practice in education: what can be learnt from Spain, England, the United States, and Germany?

World-wide barriers and enablers to achieving evidence-informed practice in education: what can be learnt from Spain, England, the United States, and Germany?

International Perspectives on School Settings, Education Pollicy and Digital Strategies

Ready to lead school improvement? Perceived professional development needs of principals in Germany

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