Skip navigation
SuUB logo
DSpace logo

  • Home
  • Institutions
    • University of Bremen
    • City University of Applied Sciences
    • Bremerhaven University of Applied Sciences
  • Sign on to:
    • My Media
    • Receive email
      updates
    • Edit Account details

Citation link: https://nbn-resolving.de/urn:nbn:de:gbv:46-diss000119537
00011953.pdf
OpenAccess
 
copyright

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


File Description SizeFormat
00011953.pdf4.61 MBAdobe PDFView/Open
Other Titles: Crucial Challenges and Emerging Patterns in the development of teaching processes while implementing the "Schuleingangsphase", a program targeting the transition into school: A Supplementary Analysis
Authors: Berthold, Barbara 
Supervisor: Carle, Ursula
1. Expert: Carle, Ursula
Experts: Bönig, Dagmar  
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.
Keywords: school improvement; elementary school; transition into school; inclusion; teaching; qualitative research; secondary analysis; supplementary study; educational change; mixed-aged classrooms; educational reform; developmental patterns
Issue Date: 19-May-2010
Type: Dissertation
Secondary publication: no
URN: urn:nbn:de:gbv:46-diss000119537
Institution: Universität Bremen 
Faculty: Fachbereich 12: Erziehungs- und Bildungswissenschaften (FB 12) 
Appears in Collections:Dissertationen

  

Page view(s)

823
checked on May 10, 2025

Download(s)

972
checked on May 10, 2025

Google ScholarTM

Check


Items in Media are protected by copyright, with all rights reserved, unless otherwise indicated.

Legal notice -Feedback -Data privacy
Media - Extension maintained and optimized by Logo 4SCIENCE