Steuerung der Entwicklung des Schulwesens

Altrichter, Herbert; Merki, Katharina Maag

doi:10.1007/978-3-531-18942-0_1

Cited by 34 publications

(16 citation statements)

References 15 publications

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“…To examine this coordination, we draw on the educational governance approach [46][47][48], which proposes an extended actor model with a multitude of actors (policymakers, administration, school management, teachers, and parents), coordination of action across different levels of political responsibilities, and constellations of actions embedded in institutions and structures. This conception of governance is compatible with various theoretical approaches [49], particularly with social practice theories [50].…”

Section: Doing Governance With Plural Logics Of Action: Economics Of Conventionsmentioning

confidence: 99%

Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications

2022

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In Switzerland, the baccalaureate school is an important pathway to university education, and the aspirations of families and students to enter baccalaureate school have grown. However, vocational education and training (VET) remains the predominant educational pathway and has a strong lobby. We investigate how in this context, the transition from primary education to baccalaureate school is governed and justified at the cantonal level. We study how two Swiss cantons try to meet the official or unofficial maximum baccalaureate quotas desired by educational policymakers through different selection procedures and admission criteria. Drawing on the Economics of Conventions, we conceptualize selection procedures as cantonal transition chains and show that the strategies, procedures, and instruments applied in governance are rooted in diverse principles of action. This causes tensions within cantons. Our analysis shows that agency and regulating effects in the governance of transitions must be understood as distributed among actors, technologies, and objects.

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Section: Doing Governance With Plural Logics Of Action: Economics Of Conventionsmentioning

confidence: 99%

Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications

2022

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“…Unter diesem Paradigma wird davon ausgegangen, dass schulische Steuerungsprozesse nicht nur unilateral verlaufen, sondern vielmehr von verschiedenen Akteurskonstellationen in komplexen Mehrebenensystemen beeinflusst werden (Altrichter & Maag Merki, 2016). Somit wird der Schulleitung auch eine ihr eigene, komplexe und von individuellen und überindividuellen Faktoren abhängige Handlungslogik zugeschrieben, welche nicht ohne Weiteres von aussen direkt gesteuert werden könne (vgl.…”

Section: Rollenanalyse: Schulmanagement Und Educational Governanceunclassified

Schulleitung zwischen Alltagsbewältigung und Schulentwicklung – Thesen aus einer qualitativen multiperspektivischen Arbeitsplatzanalyse

Kruse¹,

Huber²

2021

SJER

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Der Beitrag geht anhand einer Interviewstudie den Fragen nach, wie Aufgaben und Schnittstellen im Schulmanagement ausgestaltet sind und wie funktional dies geschieht. Ergebnisse von 18 leitfadengestützten Experten-interviews mit Schulleitungen sowie Sekretariatsmitarbeitenden und Schulpflegemitgliedern werden präsentiert und forschungsbezogen diskutiert. Es zeigt sich, dass eine hohe Belastungsintensität sowie permanente Zeitknappheit aus Sicht der Akteure zwangsläufig zu einer Priorisierung der Sicherstellung des Schulalltags führen, wodurch schulqualitätsrelevante Aufgaben systematisch vernachlässigt werden. Angesichts von Unklarheiten und Optimierungspotenzial bezüglich der Arbeitsteilung wird argumentiert, dass Schnittstellen einen entscheidenden Einflussfaktor für das Handeln im Schulmanagement darstellen.

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“…These three sub-processes of inspection seem to be characteristic for evidence-based governance strategies in general (Altrichter & Maag Merki, 2016;Harris & Herrington, 2006): Evidence-based or accountability policies set expectations for the performance of the education system and communicate them more clearly than before. They produce evidence about whether or not expectations have been met by the practical operation of the system units.…”

Section: Evidence-based Governance -Intentions and Mechanismsmentioning

confidence: 99%

Making sense of evidence-based governance reforms: an exploratory analysis of teachers coping with the Austrian performance standard policy

Altrichter

Gamsjäger

Plaimauer

et al. 2020

Leadership and Policy in Schools

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During recent years many European countries have modernized the governance of their education systems according to an 'evidence-based model' which, e.g., materialized in new school inspections and comparative performance assessment. Qualitative case study data of six primary and secondary schools is used to explore in-school processes of sensemaking and constructing consequences of the Austrian performance standard policy (which is taken as an exemplar for evidence-based reforms). Teachers' understandings and actions are compared with the normative claims underlying this policy. Results show that only two of the five processes claimed to be effective for school improvement through performance standards are found in the data.

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Steuerung der Entwicklung des Schulwesens

Cited by 34 publications

References 15 publications

Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications

Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications

Schulleitung zwischen Alltagsbewältigung und Schulentwicklung – Thesen aus einer qualitativen multiperspektivischen Arbeitsplatzanalyse

Making sense of evidence-based governance reforms: an exploratory analysis of teachers coping with the Austrian performance standard policy

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