Sekundäranalytische Rekonstruktion entwicklungskritischer Kernaufgaben und Verlaufsmuster der Unterrichtsentwicklung bei der Einrichtung der integrativen, jahrgangsgemischten und flexiblen Schuleingangsphase

Abstract

The "Schuleingangsphase" (SEPH) is currently Germany's most promising, yet most challenging educational reform project. The SEPH comprises the first and second grades' curricula. Students are taught in inclusive, mixed-aged classrooms. Schools adopting the SEPH are expected to develop new and effective instructional approaches. Despite more and more schools implementing the SEPH, little is known about the actual change process they undergo. From 2000 to 2003 15 Thuringian elementary schools participated in a study evaluating their attempts. Additionally, this supplementary study investigates more deeply their teaching processes. Qualitative research methods are used to analyze the longitudinal data considering the different levels crucial for educational change (e. g. teacher, principal, school). The findings refer to core aspects needed to successfully implement the SEPH: Thought-provoking learning environments, decision-making based on student-centered data, teacher cooperation, and infrastructure. Furthermore, developmental patterns are discussed. Thus, this study increases our understanding of possible pathways to school improvement.