Schuleffektivitätsforschung und die Frage nach guten Schulen in schwierigen Kontexten

Racherbäumer, Kathrin; Funke, Christina M.; Ackeren, Isabell van; Clausen, Marten

doi:10.1007/978-3-531-18985-7_9

Cited by 18 publications

(13 citation statements)

References 19 publications

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“…Moreover, principals at improving schools in challenging circumstances usually put forth an effort to create a positive school culture and focus on teaching practices, while administrative tasks are not at the center of their attention. International findings show that with regard to quality assurance and quality development, principals at improving schools in challenging circumstances use internal and external evidence systematically (Hopkins, 2001;Reynolds et al, 2001;Leithwood et al, 2010;Racherbäumer et al, 2013). However, principals' data use strategies at German schools in challenging circumstances have not yet been examined.…”

Section: Data-driven Leadership In Schools In Challenging Circumstancesmentioning

confidence: 95%

Principals’ evidence-based practice – findings from German schools

Demski

Racherbäumer

2015

Intl Jnl of Educational Mgt

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2015),"Data-based school improvement: The role of principals and school supervisory authorities within the context of low-stakes mandatory proficiency testing in Access to this document was granted through an Emerald subscription provided by emeraldsrm:198285 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.

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Section: Data-driven Leadership In Schools In Challenging Circumstancesmentioning

confidence: 95%

Principals’ evidence-based practice – findings from German schools

Demski

Racherbäumer

2015

Intl Jnl of Educational Mgt

Self Cite

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“…Dabei ist die Prozessqualität, d. h. die Schul-bzw. Lernkultur der einzelnen Schule, bestimmend (Bremm et al, 2016;Holtappels, 2008;Racherbäumer, Funke, van Ackeren & Clausen, 2013). Hier spielen -neben den weiteren pädagogischen Akteur*innen -insbesondere die Lehrkräfte eine jlb no.…”

Section: Engagement Als Kompetenzmerkmalunclassified

Professionelles Engagement im Referendariat. Eine Frage der sozialräumlichen Lage?

Darge¹,

Weyers²,

König³

2022

jlb 04-2021

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“…Involving teachers in key decisions and supporting their tasks and learning in and for the school to promote the school's problem-solving capacity and increase teachers' willingness to participate in school improvement activities (Leithwood et al, 1998) Teacher participation enhances school's self-regulatory activity (Feldhoff, 2011) Effective SSDC apply participative leadership practices (Racherbäumer et al, 2013) 10.3389/feduc.2022.1008813…”

Section: Dimension Description Research Findings From Germanymentioning

confidence: 99%

Schools’ improvement capacity and responses to the COVID-19 pandemic: Evidence from schools serving disadvantaged communities

Beckmann

Kötter-Mathes²,

Klein³

et al. 2022

Front. Educ.

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The goal of this paper is to analyze the relationship between six different dimensions of school improvement capacity (SIC) and schools’ efforts to sustain teaching and learning as well as student well-being during the first lockdown in the context of the COVID-19 pandemic. Based on data from 13 qualitative interviews with principals and data from a standardized teacher survey at schools serving disadvantaged communities in North Rhine-Westphalia, Germany (N = 385 teachers), we assessed (1) the schools’ level of SIC shortly before the lockdown, (2) their reported response to the lockdown with regard to sustaining student learning and well-being, and (3) similarities between the schools in terms of the combination of the level of SIC and the reported effort to address the challenges of distance learning. Our results suggest that two major groups of schools can be distinguished in terms of level of SIC. Furthermore, we identified a range of thematic clusters related to how schools acted during distance learning, each of which can be assigned to one or more dimensions of SIC. Finally, we identified four patterns, referring to different combinations of SIC and the schools’ reported actions. The results indicate that schools with a higher initial SIC were more able to find flexible and pragmatic solutions in order to sustain student learning and well-being during distance learning. Our findings stress the importance of school improvement activities at schools serving disadvantaged communities in dealing with sudden challenges for teaching and learning, such as those encountered during COVID-19.

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Schuleffektivitätsforschung und die Frage nach guten Schulen in schwierigen Kontexten

Cited by 18 publications

References 19 publications

Principals’ evidence-based practice – findings from German schools

Principals’ evidence-based practice – findings from German schools

Professionelles Engagement im Referendariat. Eine Frage der sozialräumlichen Lage?

Schools’ improvement capacity and responses to the COVID-19 pandemic: Evidence from schools serving disadvantaged communities

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