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Interne Evaluation zwischen bildungspolitischen Vorgaben und individueller Entwicklung der Einzelschule

Eine empirische Studie an beruflichen Schulen

Series:

Jana Rückmann

Im Rahmen einer empirischen Studie an Berliner beruflichen Schulen untersucht die Autorin Evaluations- und Entwicklungsprozesse und dabei insbesondere die subjektive Perspektive der pädagogischen Akteure. Die Studie umfasst Dokumentenanalysen, Gruppeninterviews sowie eine Lehrkräftebefragung. Die Befunde verweisen unter anderem auf eine abnehmende Distanz gegenüber internen Evaluationsmaßnahmen sowie auf einen Anstieg an Evaluationsaktivitäten. Direkte Wirksamkeiten für den Prozess der Evaluation selbst sowie Kontinuität und Nachhaltigkeit der Evaluationsaktivitäten lassen sich hingegen kaum beobachten. Die Analyse der Ergebnisse zeigt, dass die pädagogischen Akteure die bildungspolitischen Vorgaben überwiegend als extern induziert, als wenig kompatibel mit den einzelschulischen Bedürfnissen sowie als zusätzliche Belastung wahrnehmen.

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Abstract

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For more than a decade, educational politics and administration consider forms of internal and external evaluation as fundamental for the quality assurance and development of schools. The available studies of school effectiveness deal with comprehensive rather than with vocational schools; these studies present ambivalent patterns of results. They do not focus on the more complex structure of the vocational school centers. Incorporating the link between evaluation and school development the present study deals with the internal evaluation as it is done by vocational schools at Berlin. The focus of the three included studies (analysis of internal evaluation reports; interviews given by teachers about internal evaluation and school development) is concentrated on the investigation of the internal evaluation of each vocational school and in this frame, on the subjective perspectives of the educational actors. The main reason for this decision is that structures, continuity and sustainability of these processes can be considered as ‘blackbox’ or ‘foggy box’. The results show that there is an increasing acceptance of internal evaluation and processes of school development among the teaching staff of each of the analyzed vocational schools. Significant effectiveness can be noted for the processes of evaluation and the processes of generating the reports, but no or nearly no efficacy for the evaluation documents per se. Moreover, the pedagogical actors continue to consider internal evaluation as significant additional stress and describe the individual benefits for their day-to-day work as quite limited.

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