Schulentwicklungsbegleitung als Profession - Entwurf einer ausstehenden Weiterentwicklung

Mit den pandemiebedingten Schulschließungen der Jahre 2020 und 2021 haben sich einerseits die sozialen Disparitäten, mit denen Schulen in Deutschland konfrontiert sind, verschärft, andererseits sind für viele Kinder und Jugendlichen Lernrückstände entstanden, auf die derzeit mit finanzstarken Programmen zu reagieren versucht wird. Dies bestärkt wiederum die Debatte um wirksame Unterstützung von Schulen in ihrer Schulund Unterrichtsentwicklung, in der sich sehr heterogene Positionen bemerkbar machen: Während einerseits die universitären Fachdidaktiken sowie die empirische Schul- und Unterrichtsforschung auf evidenzbasierte und fachbezogene Programme drängen, werden die Schulentwicklung und die an dieser orientierten Schulentwicklungs- oder Prozessberatung häufig skeptisch betrachtet. Der Blick auf Entstehung und Veränderungen der Schulentwicklungsbegleitung soll zunächst aufzeigen, dass jene Skepsis nicht gänzlich unbegründet ist, bevor der Entwurf einer konzeptionellen Grundlegung einer an Lernund Unterrichtsentwicklung orientierten Schulentwicklungsbegleitung umrissen wird. Diese verspricht die Lücke der schulinternen Umsetzung - und damit der Wirksamkeit - jener evidenzbasierten Programme zu schließen, da kein noch so standardisiertes Konzept ohne rekontextualisierte Adaption auskommt.Alternate :The pandemic-related school closures of2020 and 2021 have, on the one hand, increased the social disparities confronting schools in Germany, and, on the other hand, produced learning gaps for many children and young people, which are currently being attempted to address with financially strong programs. This, in turn, reinforces the debate about ef- fective support for schools in their school and teaching improvement, in which very heterogeneous positions are becoming apparent: While university-based subject didactics as well as empirical school and classroom research are pushing for evidence-based and subject-related programs, school improvement and developmental or process consulting are often viewed skeptically. A closer look at the emergence and changes of school improvement consulting shall first show that this skepticism is not completely unfounded, before the draft of a conceptual foundation of a school improvement consulting oriented towards successful learning is outlined. This promises to close the gap of the school-internal implementation - and thus the effectiveness - of those evidence-based programs, since no concept, no matter how standardized, will work without recontextualized adaptation.

Flattening the Learning Curve: Narrowing STEAM Achievement Gaps via a Research Curriculum

Many scholars and educators have lauded the presence of research?or inquiry-based learning (IBL)?in STEAM classrooms;however, rote learning still permeates much of the K-12 landscape (Chu et al, 2008). [...]in order to combat stagnant pedagogy, school districts can proactively anticipate school interruptions and create flexible options for marginalized students to produce scholarly work, employ research practices, and analyze sources of evidence via a research curriculum. The curriculum's independent format and emphasis on research characteristics?including assessing a problem, planning an approach, and communicating the reasoning and results?promote college- and career-readiness skills that marginalized students can use to make academic gains. Districts across the country varied on how they would reopen schools and address the impact to student learning;however, the most innovative district leaders, whether they implemented plans for the whole district or individual students, made sure they had a robust remote learning plan in place. Establish vertically aligned goals and measurements: Since school boards do not develop the day-to-day curriculum, the goals give the administrators and educators a framework within which to create and implement the curriculum.

Analysis of Important Policy Issues Relating to Affirmative Action in Education: Application of Text Mining Method

The aim of this study is to analyse the policy considerations that policymakers in the field of ed ucation need to take into account when addressing the increasingly deepening education gap. In p articular, owing to the Covid-19 pandemic it is expected that the education gap between countrie s and between citizens within countries will increase. Against this background, this study attempt ed to identify the key policy issues relating to the education gap, by applying the text mining te chnique to the papers published in 145 social science journals managed by Springer, a world-clas s publisher. The rationale for this is that these policy issues are considered important by the edu cation-policy authorities of all countries in terms of addressing the education gap in the future. A s a result of the analysis, five major topics were derived. The policy considerations relating to th e education gap can be summarized under five topics: active implementation of affirmative action measures for students;the will of political leaders such as the President to close the education gap;the development and implementation of sophisticated programmes for reducing the education gap;the correction of discrimination in employment opportunities;handling system issues such as justice and power effectively.