Schule entwickeln: Jahrgangsmischung in der Grundschule
"Multi-grade classes are experiencing a renaissance in the current German educational system. On the one hand, pedagogical reasons are discussed. On the other hand, the motto “short legs, short ways” as well as school organizational requirements play a decisive role. Considering the theoretical ba...
שמור ב:
| מחבר ראשי: | |
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| פורמט: | Online |
| שפה: | גרמנית |
| יצא לאור: |
Verlag Julius Klinkhardt
2021
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| נושאים: | |
| גישה מקוונת: | OCN: 1303509980 |
| תגים: |
אין תגיות, היה/י הראשונ/ה לתייג את הרשומה!
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| _version_ | 1869518781831708672 |
|---|---|
| author | Sonnleitner, Magdalena |
| author_browse | Sonnleitner, Magdalena |
| author_facet | Sonnleitner, Magdalena |
| author_sort | Sonnleitner, Magdalena |
| collection | Directory of Open Access Books |
| description | "Multi-grade classes are experiencing a renaissance in the current German educational system. On the one hand, pedagogical reasons are discussed. On the other hand, the motto “short legs, short ways” as well as school organizational requirements play a decisive role.
Considering the theoretical background of innovation-specific implications of multi-grade learning, the phases and conditions of school development, and the structure of professional action, the study explores how the initiation and implementation of multi-grade classes for pragmatic reasons are realized. The subquestions of the study investigate challenges of the school development process, action strategies and justifications of school administrators and teachers, their innovation-specific ideas of multi-grade learning, as well as supporting and inhibiting development conditions in the transfer of change to the individual school.
For data collection eight school administrators and 16 class administrators at eight Bavarian elementary schools that had established a so-called “combi-class” 1/2 for the first time were interviewed. The transcripts were analyzed with the qualitative content analysis. In addition, an explicating document analysis was carried out.
The results show that there are role-specific demands on school administrators and teachers. These are: negotiating and planning the initiation and implementation, leading and steering the development process at the individual school, and organizing and implementing the change, especially at the teaching level. The study provides an insight into individual school development processes as well as into circumstances of multi-grade learning that is ordered by school authorities due to demographic reasons or scarce personal resources. The study reveals how challenging it is for school and class administrators to broaden the age groupspecific (homogenizing) view. However, the data also show a rise in professionalization because of this school development process. Despite the top-down process of initiation, multi-grade classes can function as a motor for a changed approach to heterogeneity." |
| format | Online |
| id | doab-20.500.12854ir-72152 |
| institution | Directory of Open Access Books |
| language | ger |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Verlag Julius Klinkhardt |
| publisherStr | Verlag Julius Klinkhardt |
| record_format | ojs |
| spelling | doab-20.500.12854ir-721522025-08-13T14:11:13Z Schule entwickeln: Jahrgangsmischung in der Grundschule Sonnleitner, Magdalena Schulentwicklung; Jahrgangsübergreifender Unterricht; Grundschule; Primarbereich; Schulleiter; Lehrer; Implementierung; Heterogenität; Professionalität; Pädagogisches Handeln; Empirische Untersuchung; Interview; Leitfadeninterview; Qualitative Forschung; Bayern; Deutschland; School development; Cross-grade teaching; Cross-year teaching; Elementary School; Primary school; Primary school lower level; Primary education; Primary level; Headteacher; Headteachers; School head teacher; Teacher; Heterogeneity; Professionalism; Professionality; Empirical study; Qualitative research; Germany; Professionalization thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools "Multi-grade classes are experiencing a renaissance in the current German educational system. On the one hand, pedagogical reasons are discussed. On the other hand, the motto “short legs, short ways” as well as school organizational requirements play a decisive role. Considering the theoretical background of innovation-specific implications of multi-grade learning, the phases and conditions of school development, and the structure of professional action, the study explores how the initiation and implementation of multi-grade classes for pragmatic reasons are realized. The subquestions of the study investigate challenges of the school development process, action strategies and justifications of school administrators and teachers, their innovation-specific ideas of multi-grade learning, as well as supporting and inhibiting development conditions in the transfer of change to the individual school. For data collection eight school administrators and 16 class administrators at eight Bavarian elementary schools that had established a so-called “combi-class” 1/2 for the first time were interviewed. The transcripts were analyzed with the qualitative content analysis. In addition, an explicating document analysis was carried out. The results show that there are role-specific demands on school administrators and teachers. These are: negotiating and planning the initiation and implementation, leading and steering the development process at the individual school, and organizing and implementing the change, especially at the teaching level. The study provides an insight into individual school development processes as well as into circumstances of multi-grade learning that is ordered by school authorities due to demographic reasons or scarce personal resources. The study reveals how challenging it is for school and class administrators to broaden the age groupspecific (homogenizing) view. However, the data also show a rise in professionalization because of this school development process. Despite the top-down process of initiation, multi-grade classes can function as a motor for a changed approach to heterogeneity." "Nicht nur aus pädagogischen Gründen, sondern vor allem unter dem Motto „kurze Beine, kurze Wege“ sowie aus schulorganisatorischen Anlässen erlebt die Jahrgangsmischung in der deutschen Bildungslandschaft gegenwärtig eine Renaissance. Ziel dieser qualitativ-explorativen Studie war es, mehr über das professionelle Handeln, die Handlungsbegründungen und den professionellen Handlungsrahmen der Schulleitungen und Lehrkräfte bei der Einführung von jahrgangskombinierten Klassen aus pragmatischen Gründen zu erfahren. Vor dem theoretischen Hintergrund der innovationsspezifischen Implikationen der Jahrgangsmischung, der Phasen und Bedingungen von Schulentwicklung sowie der Struktur professionellen Handelns geht die Arbeit der übergeordneten Frage nach der Gestaltung der Initiierung und Implementierung von jahrgangsübergreifendem Lernen aus pragmatischen Gründen aus Sicht der betroffenen professionellen Akteure/innen nach. In den Teilfragen eruiert sie die Herausforderungen im Schulentwicklungsprozess, entsprechende Handlungsstrategien und -begründungen aufseiten der Schulleitungen und Lehrkräfte, deren innovationsspezifische Vorstellungen von jahrgangsübergreifendem Lernen sowie unterstützende und hemmende Entwicklungsbedingungen beim Transfer der Veränderung auf die Einzelschulebene. In leitfadengestützten Experten/inneninterviews wurden dazu acht Schul- sowie 16 Klassenleitungen an acht bayerischen Grundschulen befragt, die erstmals eine sogenannte Kombi-Klasse 1/2 etablierten. Die Auswertung der Transkripte erfolgte mithilfe der inhaltlich strukturierenden qualitativen Inhaltsanalyse, die ergänzt wurde durch eine explizierende Dokumentenanalyse. Die Ergebnisse zeigen, dass die Handlungsanforderungen für die Schulleitungen und Lehrkräfte rollenspezifisch im Aushandeln und Planen der Initiierung und Implementierung der jahrgangskombinierten Klassen, im Führen und Steuern des Entwicklungsprozesses an der Einzelschule sowie im Organisieren und Umsetzen der Veränderung, insbesondere auf der Unterrichtsebene, liegen. Die Studie gibt einen Einblick in die einzelschulischen Entwicklungsprozesse sowie die Umstände demografisch und schulorganisatorisch bedingter, von den Schulbehörden verordneter Jahrgangsmischung. Es wird deutlich, wie herausfordernd es für die professionell Handelnden ist, den jahrgangsbezogenen (homogenisierenden) Blick zu weiten. Die Daten zeigen aber auch einen Professionalisierungsschub durch diesen Schulentwicklungsprozess, sodass Jahrgangsmischung, trotz der Verordnung „von oben“, dennoch als Motor für einen veränderten Umgang mit Heterogenität fungieren kann." 2021-10-07T04:04:39Z 2021-10-07T04:04:39Z 2021-10-06T08:08:21Z 2021 book OCN: 1303509980 https://library.oapen.org/handle/20.500.12657/50755 9783781524606 https://directory.doabooks.org/handle/20.500.12854/72152 ger open access image/jpeg image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/50755/1/Klinkhardt_2021_Sonnleitner_Schule.pdf https://library.oapen.org/bitstream/20.500.12657/50755/1/Klinkhardt_2021_Sonnleitner_Schule.pdf https://library.oapen.org/bitstream/20.500.12657/50755/1/Klinkhardt_2021_Sonnleitner_Schule.pdf Verlag Julius Klinkhardt 10.35468/5900 10.35468/5900 65f4fc12-f5ec-43de-9b3f-9771b3f89aea Universität Passau 1b7a8188-95c2-4e7a-a6c2-42dd65105fdb 9783781524606 474 Bad Heilbrunn open access |
| spellingShingle | Schulentwicklung; Jahrgangsübergreifender Unterricht; Grundschule; Primarbereich; Schulleiter; Lehrer; Implementierung; Heterogenität; Professionalität; Pädagogisches Handeln; Empirische Untersuchung; Interview; Leitfadeninterview; Qualitative Forschung; Bayern; Deutschland; School development; Cross-grade teaching; Cross-year teaching; Elementary School; Primary school; Primary school lower level; Primary education; Primary level; Headteacher; Headteachers; School head teacher; Teacher; Heterogeneity; Professionalism; Professionality; Empirical study; Qualitative research; Germany; Professionalization thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools Sonnleitner, Magdalena Schule entwickeln: Jahrgangsmischung in der Grundschule |
| title | Schule entwickeln: Jahrgangsmischung in der Grundschule |
| title_full | Schule entwickeln: Jahrgangsmischung in der Grundschule |
| title_fullStr | Schule entwickeln: Jahrgangsmischung in der Grundschule |
| title_full_unstemmed | Schule entwickeln: Jahrgangsmischung in der Grundschule |
| title_short | Schule entwickeln: Jahrgangsmischung in der Grundschule |
| title_sort | schule entwickeln jahrgangsmischung in der grundschule |
| topic | Schulentwicklung; Jahrgangsübergreifender Unterricht; Grundschule; Primarbereich; Schulleiter; Lehrer; Implementierung; Heterogenität; Professionalität; Pädagogisches Handeln; Empirische Untersuchung; Interview; Leitfadeninterview; Qualitative Forschung; Bayern; Deutschland; School development; Cross-grade teaching; Cross-year teaching; Elementary School; Primary school; Primary school lower level; Primary education; Primary level; Headteacher; Headteachers; School head teacher; Teacher; Heterogeneity; Professionalism; Professionality; Empirical study; Qualitative research; Germany; Professionalization thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools |
| topic_facet | Schulentwicklung; Jahrgangsübergreifender Unterricht; Grundschule; Primarbereich; Schulleiter; Lehrer; Implementierung; Heterogenität; Professionalität; Pädagogisches Handeln; Empirische Untersuchung; Interview; Leitfadeninterview; Qualitative Forschung; Bayern; Deutschland; School development; Cross-grade teaching; Cross-year teaching; Elementary School; Primary school; Primary school lower level; Primary education; Primary level; Headteacher; Headteachers; School head teacher; Teacher; Heterogeneity; Professionalism; Professionality; Empirical study; Qualitative research; Germany; Professionalization thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools |
| url | OCN: 1303509980 |
| work_keys_str_mv | AT sonnleitnermagdalena schuleentwickelnjahrgangsmischungindergrundschule |