Development Of Indicators For An Inclusive School System - An Empirical District And School-Level Analysis

Author(s):

Dana Tegge(presenting / submitting)

Conference:

ECER 2017

Network:

04. Inclusive Education

Format:

Poster

Session Information

04 SES 04.5 PS, General Poster Session

General Poster Session

Time:

2017-08-23

12:00-13:30

Room:

W4.corridor (Poster Area)

Chair:

Contribution

The development of inclusive schools confronts the whole German education system with new challenges. Considering the different responsibilities in the controlling and managing of the educational system in Germany, the District level alongside the State level also has an important role in the process of developing an inclusive school system. The objective of the doctoral Thesis is thus to develop a set of indicators at district and individual school level that provides information about conditions and school organizational aspects such as experience in dealing with heterogeneity (special educational needs, migration, gender, etc. ) on input, process and output-level. It can also be understood as a continuous, largely data-based process of observing and analyzing the implementation of school inclusion as part of the education system in Germany in its entirety as well as of its individual components for the purpose of informing both German educational policy and the public regarding framework conditions, process characteristics, outcomes and benefits of inclusive processes.

The main question of the Thesis thus is: What indicators can be identified at the District level to describe and reflect developments in the implementation of an inclusive school system?

Method

The work consists a three-step analysis. In the first step is an analysis of school statistics in the period from 2007 to 2015 (1). After that, the data are supplemented by the results of a quantitative school-leadership survey in 2016 (2). The last step is a synthesis of results to identify relevant indicators at the district level.

Expected Outcomes

The framework of indicators is meant to identify general problems and offer an empirical foundation for the information on inclusive school processes in German communities, thus providing valid governance knowledge for a holistic, coherent inclusive educational management as well as contributing to improving the quality of inclusive education on a community level.

References

Altrichter, H. (2011): Governance – Steuerung und Handlungskoordination bei Transformation von Bildungssystemen. In Künzli, R. & Maag Merki, K. (Hrsg.), Zukunft Bildung Schweiz (S. 51–94). Bern: Akademien der Wissenschaften. Ditton, Hartmut (2000): Qualitätskontrolle und Qualitätssicherung in Schule und Unterricht. Ein Überblick zum Stand der empirischen Forschung. In Andreas Helmke, Walter Hornstein & Ewald Terhart (Hrsg.), Qualität und Qualitätssicherung im Bildungsbereich (Zeitschrift für Pädagogik, 41. Beiheft) Weinheim & Basel: Beltz, S. 73-92. Döbert, H. & Klieme, E. (2010): Indikatorengetsützte Bildungsberichterstattung. In: Tippelt, R.; Schmidt, B. (Hrsg.): Handbuch Bildungsforschung. 3., durchgesehene Auflage. Wiesbaden: VS Verlag für Sozialwissenschaften, S. 23-54 Ogawa, R; Collom, E. (1998): Educational Indicators. What are they? How can Schoos and School Districts use them. Riverside. University of California.

Author Information

Dana Tegge (presenting / submitting)

Humboldt-Universitaet Berlin

Graduate School Inklusion-Bildung-Schule

Berlin

Search the ECER Programme

Search for keywords and phrases in "Text Search"
Restrict in which part of the abstracts to search in "Where to search"
Search for authors and in the respective field.
For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.