Ist eine gute Schule eine inklusive Schule?
Due to the UN Convention on the Rights of Persons with disabilities, the Federal States of Germany have to implement inclusive education. However, there is no shared understanding how to define inclusive education in Germany. Therefore, different understandings on how to implement inclusive educatio...
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| Үндсэн зохиолч: | |
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| Формат: | Online |
| Хэл сонгох: | герман |
| Хэвлэсэн: |
Verlag Julius Klinkhardt
2021
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| Нөхцлүүд: | |
| Онлайн хандалт: | ONIX_20211028_9783781523609_5 |
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Шошго байхгүй, Энэхүү баримтыг шошголох эхний хүн болох!
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| _version_ | 1869518976984285184 |
|---|---|
| author | Piezunka, Anne |
| author_browse | Piezunka, Anne |
| author_facet | Piezunka, Anne |
| author_sort | Piezunka, Anne |
| collection | Directory of Open Access Books |
| description | Due to the UN Convention on the Rights of Persons with disabilities, the Federal States of Germany have to implement inclusive education. However, there is no shared understanding how to define inclusive education in Germany. Therefore, different understandings on how to implement inclusive education within the schools exist. Comparing different Federal States of Germany, Anne Piezunka examines how school inspectorates define inclusive education. School inspectorates are part of the educational administration. They evaluate the quality of schools and are a key means of accountability. Evaluating the quality of schools, they analyze documents, conduct interviews and observe classes. Thereby, they apply several metrics. For example: “The class starts on time”. Every federal state has developed its own metrics. Piezunka analyzes which metrics school inspectorates apply to evaluate the implementation of inclusive education on the school level. Interviewing the developers of metrics, she also studies the development of these metrics and seeks to explain differences between the federal states. The study brings together sensemaking theory, sociology of evaluation and research on inclusive education. (DIPF/Orig.) |
| format | Online |
| id | doab-20.500.12854ir-72662 |
| 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-726622025-08-13T14:11:35Z Ist eine gute Schule eine inklusive Schule? Piezunka, Anne Inklusion Schulqualität Schule Integration Schulinspektion Messinstrument Qualitätskontrolle Bewertung Bildungspolitik Bildungsforschung Qualitätssicherung Schulentwicklung Indikator Interview Deutschland Inclusion School Inspection of schools Measurement instrument Quality control Assessment Judgement Judgment Educational policy Educational research Quality assurance School development Indicator Germany thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools thema EDItEUR::J Society and Social Sciences::JN Education::JNS Teaching of students with different educational needs thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools thema EDItEUR::J Society and Social Sciences::JN Education::JNS Teaching of students with different educational needs Due to the UN Convention on the Rights of Persons with disabilities, the Federal States of Germany have to implement inclusive education. However, there is no shared understanding how to define inclusive education in Germany. Therefore, different understandings on how to implement inclusive education within the schools exist. Comparing different Federal States of Germany, Anne Piezunka examines how school inspectorates define inclusive education. School inspectorates are part of the educational administration. They evaluate the quality of schools and are a key means of accountability. Evaluating the quality of schools, they analyze documents, conduct interviews and observe classes. Thereby, they apply several metrics. For example: “The class starts on time”. Every federal state has developed its own metrics. Piezunka analyzes which metrics school inspectorates apply to evaluate the implementation of inclusive education on the school level. Interviewing the developers of metrics, she also studies the development of these metrics and seeks to explain differences between the federal states. The study brings together sensemaking theory, sociology of evaluation and research on inclusive education. (DIPF/Orig.) Die Umsetzung von schulischer Inklusion findet in Deutschland auf verschiedenen Ebenen des Bildungssystems statt, z.B. in der Gestaltung der Schulstruktur. In diesem Zusammenhang stellt sich die Frage, wie sich die Umsetzung von Inklusion abbilden lässt. In Abhängigkeit davon, wie Inklusion als politische Vorgabe gedeutet wird, kann es beispielsweise variieren, welche empirischen Daten hierfür erhoben werden. Daran anknüpfend geht es im Rahmen der Arbeit um die Fragen, inwiefern Inklusion in den Messinstrumenten der Schulinspektion berücksichtigt wird und wie diese entstanden sind. Schulinspektionen evaluieren in den einzelnen Bundesländern mithilfe von Messinstrumenten, z.B. Schülerfragebögen und Unterrichtsbeobachtungsbögen, die Qualität von Einzelschulen. Dabei unterscheiden sich die Bundesländer darin, welche Instrumente sie anwenden. Durch die Analyse der Messinstrumente und mithilfe von Experteninterviews wird herausgearbeitet, ob und welche Daten in Bezug auf die Umsetzung von Inklusion erhoben werden. Des Weiteren wird deutlich, wie die Messinstrumente der Schulinspektionen entstanden sind und welche Rahmenbedingungen prägend wirkten. Die Auseinandersetzung mit dem Entwicklungsprozess ermöglicht es zu zeigen, warum sich die Messinstrumente zwischen den Bundesländern unterscheiden. Für die Bearbeitung der Fragestellung wird auf organisations- und bewertungssoziologische Arbeiten (z.B. Sensemaking Ansatz) zurückgegriffen sowie auf zentrale Konzepte der Inklusionsforschung und den Educational Governance-Ansatz. (DIPF/Orig.) 2021-11-06T08:06:03Z 2021-11-06T08:06:03Z 2021-10-28T08:07:22Z 2020 book ONIX_20211028_9783781523609_5 OCN: 1290630772 https://library.oapen.org/handle/20.500.12657/51186 9783781523609 9783781557994 https://directory.doabooks.org/handle/20.500.12854/72662 ger open access image/jpeg image/jpeg image/jpeg n/a n/a n/a https://library.oapen.org/bitstream/20.500.12657/51186/1/9783781523609.pdf https://library.oapen.org/bitstream/20.500.12657/51186/1/9783781523609.pdf https://library.oapen.org/bitstream/20.500.12657/51186/1/9783781523609.pdf Verlag Julius Klinkhardt 10.35468/5799 10.35468/5799 65f4fc12-f5ec-43de-9b3f-9771b3f89aea 4ba20069-a54c-4920-9011-890d5b3a51a3 9783781523609 9783781557994 255 Bad Heilbrunn [grantnumber unknown] open access |
| spellingShingle | Inklusion Schulqualität Schule Integration Schulinspektion Messinstrument Qualitätskontrolle Bewertung Bildungspolitik Bildungsforschung Qualitätssicherung Schulentwicklung Indikator Interview Deutschland Inclusion School Inspection of schools Measurement instrument Quality control Assessment Judgement Judgment Educational policy Educational research Quality assurance School development Indicator Germany thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools thema EDItEUR::J Society and Social Sciences::JN Education::JNS Teaching of students with different educational needs thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools thema EDItEUR::J Society and Social Sciences::JN Education::JNS Teaching of students with different educational needs Piezunka, Anne Ist eine gute Schule eine inklusive Schule? |
| title | Ist eine gute Schule eine inklusive Schule? |
| title_full | Ist eine gute Schule eine inklusive Schule? |
| title_fullStr | Ist eine gute Schule eine inklusive Schule? |
| title_full_unstemmed | Ist eine gute Schule eine inklusive Schule? |
| title_short | Ist eine gute Schule eine inklusive Schule? |
| title_sort | ist eine gute schule eine inklusive schule |
| topic | Inklusion Schulqualität Schule Integration Schulinspektion Messinstrument Qualitätskontrolle Bewertung Bildungspolitik Bildungsforschung Qualitätssicherung Schulentwicklung Indikator Interview Deutschland Inclusion School Inspection of schools Measurement instrument Quality control Assessment Judgement Judgment Educational policy Educational research Quality assurance School development Indicator Germany thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools thema EDItEUR::J Society and Social Sciences::JN Education::JNS Teaching of students with different educational needs thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools thema EDItEUR::J Society and Social Sciences::JN Education::JNS Teaching of students with different educational needs |
| topic_facet | Inklusion Schulqualität Schule Integration Schulinspektion Messinstrument Qualitätskontrolle Bewertung Bildungspolitik Bildungsforschung Qualitätssicherung Schulentwicklung Indikator Interview Deutschland Inclusion School Inspection of schools Measurement instrument Quality control Assessment Judgement Judgment Educational policy Educational research Quality assurance School development Indicator Germany thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools thema EDItEUR::J Society and Social Sciences::JN Education::JNS Teaching of students with different educational needs thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools thema EDItEUR::J Society and Social Sciences::JN Education::JNS Teaching of students with different educational needs |
| url | ONIX_20211028_9783781523609_5 |
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