Schulentwicklung Inklusion : Empirische Einzelfallstudie eines Schulentwicklungsprozesses
The research examines the question of conditions for an inclusive school development process from the perspective of teachers. As a qualitative individual case study, the work shows the com-plexity of the development process according to the description of a school as a pedagogical unit (cf. Fend 19...
Ausführliche Beschreibung
Autor*in: |
Bengel, Angelika [verfasserIn] |
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Format: |
E-Book |
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Sprache: |
Deutsch |
Erschienen: |
Bad Heilbrunn: Verlag Julius Klinkhardt ; 2021 |
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Rechteinformationen: |
Open Access Creative Commons ; https://creativecommons.org/licenses/by-nc-sa/4.0 |
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Schlagwörter: |
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Umfang: |
1 Online-Ressource (205 p.) |
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Reihe: |
Interdisziplinäre Beiträge zur Inklusionsforschung |
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Links: | |
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ISBN: |
978-3-7815-2456-9 |
Katalog-ID: |
1836476728 |
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9783781524569 978-3-7815-2456-9 (DE-627)1836476728 (DE-599)KEP077604873 (OCoLC)1251930055 (OAPEN)48759 (EBP)077604873 DE-627 ger DE-627 rda ger JNFN bicssc JNFK bicssc Bengel, Angelika verfasserin aut Schulentwicklung Inklusion Empirische Einzelfallstudie eines Schulentwicklungsprozesses Bad Heilbrunn Verlag Julius Klinkhardt 2021 1 Online-Ressource (205 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Interdisziplinäre Beiträge zur Inklusionsforschung Open Access Unrestricted online access star The research examines the question of conditions for an inclusive school development process from the perspective of teachers. As a qualitative individual case study, the work shows the com-plexity of the development process according to the description of a school as a pedagogical unit (cf. Fend 1986, 275).School development is a permanent challenge for the school in interaction with a changing en-vironment. Accordingly, there are various approaches to shaping or accompanying these school development tasks. The fundamental assumption for this work is that the school itself functions as the motor of development (cf. Dalin, Rolff 1990), since innovations, such as the implemen-tation of inclusion in schools, are interpreted, adapted, and adjusted to one’s own reality by the actors and not implemented inflexibly. The approach is based on the assumption that schools cannot change if the behaviour of their members does not shift. At the same time, an individual change of the members will remain unsuccessful if the framework conditions do not develop with them (cf. Rolff 2007, 14). The dissertation succeeds in working out the interplay between personal experiences of change at the member level and the changing framework conditions of the individual school. In order to analyse the school development process at the actual implementation level, a school was visited on its way to becoming a school for all over the course of two years, and data was successively collected and evaluated by means of a grounded theory study from the perspective of teachers using group discussions, interviews based on photographic evidence, and document research. On the basis of the data evaluation, it will be possible to give an overview of the central topics in the inclusive school development process, to show a heterogeneous positioning within the teachers’ inner circle and to work out the connection between these two aspects and thus their relations. In the course of the interpretation, the aspects of the school as an obstacle in the inclusive school development process, the interpretation of the inclusive school development project by the teachers, a changed student body as a starting point for new challenges in every-day working life as well as professionalism as a strateg y to meet the new challenges are exam-ined. The study can be linked to work that, for example, addresses the need for transparency and participation in inclusive school development processes. At the same time, the work presented can emphasise the aspect of interpretation by teachers Creative Commons https://creativecommons.org/licenses/by-nc-sa/4.0 cc German Inclusive education / mainstreaming Educational strategies and policy: inclusion https://library.oapen.org/bitstream/id/6565383c-3e65-4d87-9a75-e22d4047c421/Klinkhardt_Bengel_2021_Schulentwicklung.pdf X:OAPEN Verlag kostenfrei https://library.oapen.org/handle/20.500.12657/48759 X:OAPEN Verlag kostenfrei ZDB-94-OAL GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_23 ISIL_DE-830 GBV_ILN_30 ISIL_DE-104 GBV_ILN_31 ISIL_DE-27 GBV_ILN_34 ISIL_DE-18-302 GBV_ILN_39 ISIL_DE-547 GBV_ILN_40 ISIL_DE-7 GBV_ILN_63 ISIL_DE-Wim2 GBV_ILN_65 ISIL_DE-3 GBV_ILN_70 ISIL_DE-89 GBV_ILN_72 ISIL_DE-35 GBV_ILN_95 ISIL_DE-542 GBV_ILN_110 ISIL_DE-Luen4 GBV_ILN_136 ISIL_DE-Wis1 GBV_ILN_147 ISIL_DE-Fl3 GBV_ILN_161 ISIL_DE-960 GBV_ILN_187 ISIL_DE-Ki95 GBV_ILN_213 ISIL_DE-551 GBV_ILN_230 ISIL_DE-552 GBV_ILN_283 ISIL_DE-Ha163 GBV_ILN_293 ISIL_DE-960-3 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_603 ISIL_DE-B1556 GBV_ILN_808 GBV_ILN_2403 ISIL_DE-LFER BO 22 01 0018 4280133018 OLR-ZDB-94-OAL OAPEN Library zu 01-03-23 23 01 0830 4280685126 OLR-OAPEN f z 01-03-23 30 01 0104 4281045821 GBV-OAPEN z 01-03-23 31 01 0027 4280327777 z 01-03-23 34 01 3551 4278883293 OLR-OAPEN zi002 01-03-23 39 01 0547 4281237046 GBV-OAPEN ke 01-03-23 40 01 0007 4279951780 OLR-OAPEN xsn 01-03-23 63 01 3401 4281619313 E-Books LF GBV-OAPEN z 01-03-23 65 01 0003 4281868925 OLR-OAPEN z 01-03-23 70 01 0089 4280506124 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 72 01 0035 4278705905 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 95 01 3095 4343233685 OLR-OAL Vervielfältigungen (z.B. 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Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 01-03-23 161 01 0960 4278139721 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 187 01 3520 4278524455 JSTOR Open Access eBook z 28-02-23 213 01 0551 4279238464 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 230 01 0552 4279415641 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 283 01 3283 4279774552 OLR-OAL z 01-03-23 293 01 3293 4278318677 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 370 01 4370 4279061033 OLR-FREE Kostenloser Zugriff z 01-03-23 603 01 4603 4277961703 OLR-OAPEN Bitte beachten Sie die Nutzungsbedingungen und Copyright-Bestimmungen des Verlages/Herausgebers. z 28-02-23 808 01 4808 4280864101 OLR-OAPEN OAPEN Library zg 01-03-23 2403 01 DE-LFER 4307815238 00 --%%-- --%%-- n --%%-- l01 12-04-23 22 01 0018 Volltextzugang https://library.oapen.org/handle/20.500.12657/48759 23 01 0830 https://library.oapen.org/handle/20.500.12657/48759 30 01 0104 Open Access https://library.oapen.org/handle/20.500.12657/48759 31 01 0027 eBook GBV-OAPEN https://library.oapen.org/handle/20.500.12657/48759 34 01 3551 OpenAccess https://library.oapen.org/handle/20.500.12657/48759 40 01 0007 Volltext, Open Access https://library.oapen.org/handle/20.500.12657/48759 63 01 3401 E-Book https://library.oapen.org/handle/20.500.12657/48759 65 01 0003 Open Access https://library.oapen.org/handle/20.500.12657/48759 65 01 0003 Dieser Titel ist Teil einer Datenbank http://www.bibliothek.uni-regensburg.de/dbinfo/detail.php?titel_id=10728&bib_id=ulb_hal 70 01 0089 https://library.oapen.org/handle/20.500.12657/48759 LF 72 01 0035 https://library.oapen.org/handle/20.500.12657/48759 95 01 3095 https://library.oapen.org/handle/20.500.12657/48759 110 01 3110 Open Access https://library.oapen.org/handle/20.500.12657/48759 136 01 3526 Open Access https://library.oapen.org/handle/20.500.12657/48759 147 01 3528 https://library.oapen.org/handle/20.500.12657/48759 161 01 0960 https://library.oapen.org/handle/20.500.12657/48759 LF 187 01 3520 https://library.oapen.org/handle/20.500.12657/48759 213 01 0551 https://library.oapen.org/handle/20.500.12657/48759 230 01 0552 https://library.oapen.org/handle/20.500.12657/48759 283 01 3283 https://library.oapen.org/handle/20.500.12657/48759 293 01 3293 https://library.oapen.org/handle/20.500.12657/48759 LF 370 01 4370 https://library.oapen.org/handle/20.500.12657/48759 603 01 4603 https://library.oapen.org/handle/20.500.12657/48759 808 01 4808 Volltextzugang https://library.oapen.org/handle/20.500.12657/48759 2403 01 DE-LFER https://library.oapen.org/bitstream/id/6565383c-3e65-4d87-9a75-e22d4047c421/Klinkhardt_Bengel_2021_Schulentwicklung.pdf 31 01 0027 00 eBook GBV-OAPEN 22 01 0018 OLR-ZDB-94-OAL 23 01 0830 OLR-OAPEN 30 01 0104 GBV-OAPEN 34 01 3551 OLR-OAPEN 39 01 0547 GBV-OAPEN 39 01 0547 LF 40 01 0007 OLR-OAPEN 63 01 3401 E-Books LF GBV-OAPEN 65 01 0003 OLR-OAPEN 70 01 0089 OLR-OAPEN-OA 72 01 0035 OLR-OAPEN-OA 95 01 3095 OLR-OAL 110 01 3110 OLR-GBV-OAPEN 136 01 3526 OLR-OAPEN 147 01 3528 OLR-OAPEN 161 01 0960 OLR-OAPEN 213 01 0551 OLR-OAPEN 230 01 0552 OLR-OAPEN 283 01 3283 OLR-OAL 293 01 3293 OLR-OAPEN 370 01 4370 OLR-FREE 370 01 4370 olr-ebook GBV-OAPEN 603 01 4603 OLR-OAPEN 808 01 4808 OLR-OAPEN |
spelling |
9783781524569 978-3-7815-2456-9 (DE-627)1836476728 (DE-599)KEP077604873 (OCoLC)1251930055 (OAPEN)48759 (EBP)077604873 DE-627 ger DE-627 rda ger JNFN bicssc JNFK bicssc Bengel, Angelika verfasserin aut Schulentwicklung Inklusion Empirische Einzelfallstudie eines Schulentwicklungsprozesses Bad Heilbrunn Verlag Julius Klinkhardt 2021 1 Online-Ressource (205 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Interdisziplinäre Beiträge zur Inklusionsforschung Open Access Unrestricted online access star The research examines the question of conditions for an inclusive school development process from the perspective of teachers. As a qualitative individual case study, the work shows the com-plexity of the development process according to the description of a school as a pedagogical unit (cf. Fend 1986, 275).School development is a permanent challenge for the school in interaction with a changing en-vironment. Accordingly, there are various approaches to shaping or accompanying these school development tasks. The fundamental assumption for this work is that the school itself functions as the motor of development (cf. Dalin, Rolff 1990), since innovations, such as the implemen-tation of inclusion in schools, are interpreted, adapted, and adjusted to one’s own reality by the actors and not implemented inflexibly. The approach is based on the assumption that schools cannot change if the behaviour of their members does not shift. At the same time, an individual change of the members will remain unsuccessful if the framework conditions do not develop with them (cf. Rolff 2007, 14). The dissertation succeeds in working out the interplay between personal experiences of change at the member level and the changing framework conditions of the individual school. In order to analyse the school development process at the actual implementation level, a school was visited on its way to becoming a school for all over the course of two years, and data was successively collected and evaluated by means of a grounded theory study from the perspective of teachers using group discussions, interviews based on photographic evidence, and document research. On the basis of the data evaluation, it will be possible to give an overview of the central topics in the inclusive school development process, to show a heterogeneous positioning within the teachers’ inner circle and to work out the connection between these two aspects and thus their relations. In the course of the interpretation, the aspects of the school as an obstacle in the inclusive school development process, the interpretation of the inclusive school development project by the teachers, a changed student body as a starting point for new challenges in every-day working life as well as professionalism as a strateg y to meet the new challenges are exam-ined. The study can be linked to work that, for example, addresses the need for transparency and participation in inclusive school development processes. At the same time, the work presented can emphasise the aspect of interpretation by teachers Creative Commons https://creativecommons.org/licenses/by-nc-sa/4.0 cc German Inclusive education / mainstreaming Educational strategies and policy: inclusion https://library.oapen.org/bitstream/id/6565383c-3e65-4d87-9a75-e22d4047c421/Klinkhardt_Bengel_2021_Schulentwicklung.pdf X:OAPEN Verlag kostenfrei https://library.oapen.org/handle/20.500.12657/48759 X:OAPEN Verlag kostenfrei ZDB-94-OAL GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_23 ISIL_DE-830 GBV_ILN_30 ISIL_DE-104 GBV_ILN_31 ISIL_DE-27 GBV_ILN_34 ISIL_DE-18-302 GBV_ILN_39 ISIL_DE-547 GBV_ILN_40 ISIL_DE-7 GBV_ILN_63 ISIL_DE-Wim2 GBV_ILN_65 ISIL_DE-3 GBV_ILN_70 ISIL_DE-89 GBV_ILN_72 ISIL_DE-35 GBV_ILN_95 ISIL_DE-542 GBV_ILN_110 ISIL_DE-Luen4 GBV_ILN_136 ISIL_DE-Wis1 GBV_ILN_147 ISIL_DE-Fl3 GBV_ILN_161 ISIL_DE-960 GBV_ILN_187 ISIL_DE-Ki95 GBV_ILN_213 ISIL_DE-551 GBV_ILN_230 ISIL_DE-552 GBV_ILN_283 ISIL_DE-Ha163 GBV_ILN_293 ISIL_DE-960-3 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_603 ISIL_DE-B1556 GBV_ILN_808 GBV_ILN_2403 ISIL_DE-LFER BO 22 01 0018 4280133018 OLR-ZDB-94-OAL OAPEN Library zu 01-03-23 23 01 0830 4280685126 OLR-OAPEN f z 01-03-23 30 01 0104 4281045821 GBV-OAPEN z 01-03-23 31 01 0027 4280327777 z 01-03-23 34 01 3551 4278883293 OLR-OAPEN zi002 01-03-23 39 01 0547 4281237046 GBV-OAPEN ke 01-03-23 40 01 0007 4279951780 OLR-OAPEN xsn 01-03-23 63 01 3401 4281619313 E-Books LF GBV-OAPEN z 01-03-23 65 01 0003 4281868925 OLR-OAPEN z 01-03-23 70 01 0089 4280506124 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 72 01 0035 4278705905 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 95 01 3095 4343233685 OLR-OAL Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 24-06-23 110 01 3110 4281422080 OLR-GBV-OAPEN Open Access z 01-03-23 136 01 3526 4279593035 OLR-OAPEN z 01-03-23 147 01 3528 4282067500 OLR-OAPEN frei verfügbar für Europa-Universität Flensburg, Hochschule Flensburg und Zentrale Hochschulbibliothek Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 01-03-23 161 01 0960 4278139721 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 187 01 3520 4278524455 JSTOR Open Access eBook z 28-02-23 213 01 0551 4279238464 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 230 01 0552 4279415641 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 283 01 3283 4279774552 OLR-OAL z 01-03-23 293 01 3293 4278318677 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 370 01 4370 4279061033 OLR-FREE Kostenloser Zugriff z 01-03-23 603 01 4603 4277961703 OLR-OAPEN Bitte beachten Sie die Nutzungsbedingungen und Copyright-Bestimmungen des Verlages/Herausgebers. z 28-02-23 808 01 4808 4280864101 OLR-OAPEN OAPEN Library zg 01-03-23 2403 01 DE-LFER 4307815238 00 --%%-- --%%-- n --%%-- l01 12-04-23 22 01 0018 Volltextzugang https://library.oapen.org/handle/20.500.12657/48759 23 01 0830 https://library.oapen.org/handle/20.500.12657/48759 30 01 0104 Open Access https://library.oapen.org/handle/20.500.12657/48759 31 01 0027 eBook GBV-OAPEN https://library.oapen.org/handle/20.500.12657/48759 34 01 3551 OpenAccess https://library.oapen.org/handle/20.500.12657/48759 40 01 0007 Volltext, Open Access https://library.oapen.org/handle/20.500.12657/48759 63 01 3401 E-Book https://library.oapen.org/handle/20.500.12657/48759 65 01 0003 Open Access https://library.oapen.org/handle/20.500.12657/48759 65 01 0003 Dieser Titel ist Teil einer Datenbank http://www.bibliothek.uni-regensburg.de/dbinfo/detail.php?titel_id=10728&bib_id=ulb_hal 70 01 0089 https://library.oapen.org/handle/20.500.12657/48759 LF 72 01 0035 https://library.oapen.org/handle/20.500.12657/48759 95 01 3095 https://library.oapen.org/handle/20.500.12657/48759 110 01 3110 Open Access https://library.oapen.org/handle/20.500.12657/48759 136 01 3526 Open Access https://library.oapen.org/handle/20.500.12657/48759 147 01 3528 https://library.oapen.org/handle/20.500.12657/48759 161 01 0960 https://library.oapen.org/handle/20.500.12657/48759 LF 187 01 3520 https://library.oapen.org/handle/20.500.12657/48759 213 01 0551 https://library.oapen.org/handle/20.500.12657/48759 230 01 0552 https://library.oapen.org/handle/20.500.12657/48759 283 01 3283 https://library.oapen.org/handle/20.500.12657/48759 293 01 3293 https://library.oapen.org/handle/20.500.12657/48759 LF 370 01 4370 https://library.oapen.org/handle/20.500.12657/48759 603 01 4603 https://library.oapen.org/handle/20.500.12657/48759 808 01 4808 Volltextzugang https://library.oapen.org/handle/20.500.12657/48759 2403 01 DE-LFER https://library.oapen.org/bitstream/id/6565383c-3e65-4d87-9a75-e22d4047c421/Klinkhardt_Bengel_2021_Schulentwicklung.pdf 31 01 0027 00 eBook GBV-OAPEN 22 01 0018 OLR-ZDB-94-OAL 23 01 0830 OLR-OAPEN 30 01 0104 GBV-OAPEN 34 01 3551 OLR-OAPEN 39 01 0547 GBV-OAPEN 39 01 0547 LF 40 01 0007 OLR-OAPEN 63 01 3401 E-Books LF GBV-OAPEN 65 01 0003 OLR-OAPEN 70 01 0089 OLR-OAPEN-OA 72 01 0035 OLR-OAPEN-OA 95 01 3095 OLR-OAL 110 01 3110 OLR-GBV-OAPEN 136 01 3526 OLR-OAPEN 147 01 3528 OLR-OAPEN 161 01 0960 OLR-OAPEN 213 01 0551 OLR-OAPEN 230 01 0552 OLR-OAPEN 283 01 3283 OLR-OAL 293 01 3293 OLR-OAPEN 370 01 4370 OLR-FREE 370 01 4370 olr-ebook GBV-OAPEN 603 01 4603 OLR-OAPEN 808 01 4808 OLR-OAPEN |
allfields_unstemmed |
9783781524569 978-3-7815-2456-9 (DE-627)1836476728 (DE-599)KEP077604873 (OCoLC)1251930055 (OAPEN)48759 (EBP)077604873 DE-627 ger DE-627 rda ger JNFN bicssc JNFK bicssc Bengel, Angelika verfasserin aut Schulentwicklung Inklusion Empirische Einzelfallstudie eines Schulentwicklungsprozesses Bad Heilbrunn Verlag Julius Klinkhardt 2021 1 Online-Ressource (205 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Interdisziplinäre Beiträge zur Inklusionsforschung Open Access Unrestricted online access star The research examines the question of conditions for an inclusive school development process from the perspective of teachers. As a qualitative individual case study, the work shows the com-plexity of the development process according to the description of a school as a pedagogical unit (cf. Fend 1986, 275).School development is a permanent challenge for the school in interaction with a changing en-vironment. Accordingly, there are various approaches to shaping or accompanying these school development tasks. The fundamental assumption for this work is that the school itself functions as the motor of development (cf. Dalin, Rolff 1990), since innovations, such as the implemen-tation of inclusion in schools, are interpreted, adapted, and adjusted to one’s own reality by the actors and not implemented inflexibly. The approach is based on the assumption that schools cannot change if the behaviour of their members does not shift. At the same time, an individual change of the members will remain unsuccessful if the framework conditions do not develop with them (cf. Rolff 2007, 14). The dissertation succeeds in working out the interplay between personal experiences of change at the member level and the changing framework conditions of the individual school. In order to analyse the school development process at the actual implementation level, a school was visited on its way to becoming a school for all over the course of two years, and data was successively collected and evaluated by means of a grounded theory study from the perspective of teachers using group discussions, interviews based on photographic evidence, and document research. On the basis of the data evaluation, it will be possible to give an overview of the central topics in the inclusive school development process, to show a heterogeneous positioning within the teachers’ inner circle and to work out the connection between these two aspects and thus their relations. In the course of the interpretation, the aspects of the school as an obstacle in the inclusive school development process, the interpretation of the inclusive school development project by the teachers, a changed student body as a starting point for new challenges in every-day working life as well as professionalism as a strateg y to meet the new challenges are exam-ined. The study can be linked to work that, for example, addresses the need for transparency and participation in inclusive school development processes. At the same time, the work presented can emphasise the aspect of interpretation by teachers Creative Commons https://creativecommons.org/licenses/by-nc-sa/4.0 cc German Inclusive education / mainstreaming Educational strategies and policy: inclusion https://library.oapen.org/bitstream/id/6565383c-3e65-4d87-9a75-e22d4047c421/Klinkhardt_Bengel_2021_Schulentwicklung.pdf X:OAPEN Verlag kostenfrei https://library.oapen.org/handle/20.500.12657/48759 X:OAPEN Verlag kostenfrei ZDB-94-OAL GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_23 ISIL_DE-830 GBV_ILN_30 ISIL_DE-104 GBV_ILN_31 ISIL_DE-27 GBV_ILN_34 ISIL_DE-18-302 GBV_ILN_39 ISIL_DE-547 GBV_ILN_40 ISIL_DE-7 GBV_ILN_63 ISIL_DE-Wim2 GBV_ILN_65 ISIL_DE-3 GBV_ILN_70 ISIL_DE-89 GBV_ILN_72 ISIL_DE-35 GBV_ILN_95 ISIL_DE-542 GBV_ILN_110 ISIL_DE-Luen4 GBV_ILN_136 ISIL_DE-Wis1 GBV_ILN_147 ISIL_DE-Fl3 GBV_ILN_161 ISIL_DE-960 GBV_ILN_187 ISIL_DE-Ki95 GBV_ILN_213 ISIL_DE-551 GBV_ILN_230 ISIL_DE-552 GBV_ILN_283 ISIL_DE-Ha163 GBV_ILN_293 ISIL_DE-960-3 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_603 ISIL_DE-B1556 GBV_ILN_808 GBV_ILN_2403 ISIL_DE-LFER BO 22 01 0018 4280133018 OLR-ZDB-94-OAL OAPEN Library zu 01-03-23 23 01 0830 4280685126 OLR-OAPEN f z 01-03-23 30 01 0104 4281045821 GBV-OAPEN z 01-03-23 31 01 0027 4280327777 z 01-03-23 34 01 3551 4278883293 OLR-OAPEN zi002 01-03-23 39 01 0547 4281237046 GBV-OAPEN ke 01-03-23 40 01 0007 4279951780 OLR-OAPEN xsn 01-03-23 63 01 3401 4281619313 E-Books LF GBV-OAPEN z 01-03-23 65 01 0003 4281868925 OLR-OAPEN z 01-03-23 70 01 0089 4280506124 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 72 01 0035 4278705905 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 95 01 3095 4343233685 OLR-OAL Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 24-06-23 110 01 3110 4281422080 OLR-GBV-OAPEN Open Access z 01-03-23 136 01 3526 4279593035 OLR-OAPEN z 01-03-23 147 01 3528 4282067500 OLR-OAPEN frei verfügbar für Europa-Universität Flensburg, Hochschule Flensburg und Zentrale Hochschulbibliothek Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 01-03-23 161 01 0960 4278139721 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 187 01 3520 4278524455 JSTOR Open Access eBook z 28-02-23 213 01 0551 4279238464 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 230 01 0552 4279415641 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 283 01 3283 4279774552 OLR-OAL z 01-03-23 293 01 3293 4278318677 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 370 01 4370 4279061033 OLR-FREE Kostenloser Zugriff z 01-03-23 603 01 4603 4277961703 OLR-OAPEN Bitte beachten Sie die Nutzungsbedingungen und Copyright-Bestimmungen des Verlages/Herausgebers. z 28-02-23 808 01 4808 4280864101 OLR-OAPEN OAPEN Library zg 01-03-23 2403 01 DE-LFER 4307815238 00 --%%-- --%%-- n --%%-- l01 12-04-23 22 01 0018 Volltextzugang https://library.oapen.org/handle/20.500.12657/48759 23 01 0830 https://library.oapen.org/handle/20.500.12657/48759 30 01 0104 Open Access https://library.oapen.org/handle/20.500.12657/48759 31 01 0027 eBook GBV-OAPEN https://library.oapen.org/handle/20.500.12657/48759 34 01 3551 OpenAccess https://library.oapen.org/handle/20.500.12657/48759 40 01 0007 Volltext, Open Access https://library.oapen.org/handle/20.500.12657/48759 63 01 3401 E-Book https://library.oapen.org/handle/20.500.12657/48759 65 01 0003 Open Access https://library.oapen.org/handle/20.500.12657/48759 65 01 0003 Dieser Titel ist Teil einer Datenbank http://www.bibliothek.uni-regensburg.de/dbinfo/detail.php?titel_id=10728&bib_id=ulb_hal 70 01 0089 https://library.oapen.org/handle/20.500.12657/48759 LF 72 01 0035 https://library.oapen.org/handle/20.500.12657/48759 95 01 3095 https://library.oapen.org/handle/20.500.12657/48759 110 01 3110 Open Access https://library.oapen.org/handle/20.500.12657/48759 136 01 3526 Open Access https://library.oapen.org/handle/20.500.12657/48759 147 01 3528 https://library.oapen.org/handle/20.500.12657/48759 161 01 0960 https://library.oapen.org/handle/20.500.12657/48759 LF 187 01 3520 https://library.oapen.org/handle/20.500.12657/48759 213 01 0551 https://library.oapen.org/handle/20.500.12657/48759 230 01 0552 https://library.oapen.org/handle/20.500.12657/48759 283 01 3283 https://library.oapen.org/handle/20.500.12657/48759 293 01 3293 https://library.oapen.org/handle/20.500.12657/48759 LF 370 01 4370 https://library.oapen.org/handle/20.500.12657/48759 603 01 4603 https://library.oapen.org/handle/20.500.12657/48759 808 01 4808 Volltextzugang https://library.oapen.org/handle/20.500.12657/48759 2403 01 DE-LFER https://library.oapen.org/bitstream/id/6565383c-3e65-4d87-9a75-e22d4047c421/Klinkhardt_Bengel_2021_Schulentwicklung.pdf 31 01 0027 00 eBook GBV-OAPEN 22 01 0018 OLR-ZDB-94-OAL 23 01 0830 OLR-OAPEN 30 01 0104 GBV-OAPEN 34 01 3551 OLR-OAPEN 39 01 0547 GBV-OAPEN 39 01 0547 LF 40 01 0007 OLR-OAPEN 63 01 3401 E-Books LF GBV-OAPEN 65 01 0003 OLR-OAPEN 70 01 0089 OLR-OAPEN-OA 72 01 0035 OLR-OAPEN-OA 95 01 3095 OLR-OAL 110 01 3110 OLR-GBV-OAPEN 136 01 3526 OLR-OAPEN 147 01 3528 OLR-OAPEN 161 01 0960 OLR-OAPEN 213 01 0551 OLR-OAPEN 230 01 0552 OLR-OAPEN 283 01 3283 OLR-OAL 293 01 3293 OLR-OAPEN 370 01 4370 OLR-FREE 370 01 4370 olr-ebook GBV-OAPEN 603 01 4603 OLR-OAPEN 808 01 4808 OLR-OAPEN |
allfieldsGer |
9783781524569 978-3-7815-2456-9 (DE-627)1836476728 (DE-599)KEP077604873 (OCoLC)1251930055 (OAPEN)48759 (EBP)077604873 DE-627 ger DE-627 rda ger JNFN bicssc JNFK bicssc Bengel, Angelika verfasserin aut Schulentwicklung Inklusion Empirische Einzelfallstudie eines Schulentwicklungsprozesses Bad Heilbrunn Verlag Julius Klinkhardt 2021 1 Online-Ressource (205 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Interdisziplinäre Beiträge zur Inklusionsforschung Open Access Unrestricted online access star The research examines the question of conditions for an inclusive school development process from the perspective of teachers. As a qualitative individual case study, the work shows the com-plexity of the development process according to the description of a school as a pedagogical unit (cf. Fend 1986, 275).School development is a permanent challenge for the school in interaction with a changing en-vironment. Accordingly, there are various approaches to shaping or accompanying these school development tasks. The fundamental assumption for this work is that the school itself functions as the motor of development (cf. Dalin, Rolff 1990), since innovations, such as the implemen-tation of inclusion in schools, are interpreted, adapted, and adjusted to one’s own reality by the actors and not implemented inflexibly. The approach is based on the assumption that schools cannot change if the behaviour of their members does not shift. At the same time, an individual change of the members will remain unsuccessful if the framework conditions do not develop with them (cf. Rolff 2007, 14). The dissertation succeeds in working out the interplay between personal experiences of change at the member level and the changing framework conditions of the individual school. In order to analyse the school development process at the actual implementation level, a school was visited on its way to becoming a school for all over the course of two years, and data was successively collected and evaluated by means of a grounded theory study from the perspective of teachers using group discussions, interviews based on photographic evidence, and document research. On the basis of the data evaluation, it will be possible to give an overview of the central topics in the inclusive school development process, to show a heterogeneous positioning within the teachers’ inner circle and to work out the connection between these two aspects and thus their relations. In the course of the interpretation, the aspects of the school as an obstacle in the inclusive school development process, the interpretation of the inclusive school development project by the teachers, a changed student body as a starting point for new challenges in every-day working life as well as professionalism as a strateg y to meet the new challenges are exam-ined. The study can be linked to work that, for example, addresses the need for transparency and participation in inclusive school development processes. At the same time, the work presented can emphasise the aspect of interpretation by teachers Creative Commons https://creativecommons.org/licenses/by-nc-sa/4.0 cc German Inclusive education / mainstreaming Educational strategies and policy: inclusion https://library.oapen.org/bitstream/id/6565383c-3e65-4d87-9a75-e22d4047c421/Klinkhardt_Bengel_2021_Schulentwicklung.pdf X:OAPEN Verlag kostenfrei https://library.oapen.org/handle/20.500.12657/48759 X:OAPEN Verlag kostenfrei ZDB-94-OAL GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_23 ISIL_DE-830 GBV_ILN_30 ISIL_DE-104 GBV_ILN_31 ISIL_DE-27 GBV_ILN_34 ISIL_DE-18-302 GBV_ILN_39 ISIL_DE-547 GBV_ILN_40 ISIL_DE-7 GBV_ILN_63 ISIL_DE-Wim2 GBV_ILN_65 ISIL_DE-3 GBV_ILN_70 ISIL_DE-89 GBV_ILN_72 ISIL_DE-35 GBV_ILN_95 ISIL_DE-542 GBV_ILN_110 ISIL_DE-Luen4 GBV_ILN_136 ISIL_DE-Wis1 GBV_ILN_147 ISIL_DE-Fl3 GBV_ILN_161 ISIL_DE-960 GBV_ILN_187 ISIL_DE-Ki95 GBV_ILN_213 ISIL_DE-551 GBV_ILN_230 ISIL_DE-552 GBV_ILN_283 ISIL_DE-Ha163 GBV_ILN_293 ISIL_DE-960-3 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_603 ISIL_DE-B1556 GBV_ILN_808 GBV_ILN_2403 ISIL_DE-LFER BO 22 01 0018 4280133018 OLR-ZDB-94-OAL OAPEN Library zu 01-03-23 23 01 0830 4280685126 OLR-OAPEN f z 01-03-23 30 01 0104 4281045821 GBV-OAPEN z 01-03-23 31 01 0027 4280327777 z 01-03-23 34 01 3551 4278883293 OLR-OAPEN zi002 01-03-23 39 01 0547 4281237046 GBV-OAPEN ke 01-03-23 40 01 0007 4279951780 OLR-OAPEN xsn 01-03-23 63 01 3401 4281619313 E-Books LF GBV-OAPEN z 01-03-23 65 01 0003 4281868925 OLR-OAPEN z 01-03-23 70 01 0089 4280506124 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 72 01 0035 4278705905 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 95 01 3095 4343233685 OLR-OAL Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 24-06-23 110 01 3110 4281422080 OLR-GBV-OAPEN Open Access z 01-03-23 136 01 3526 4279593035 OLR-OAPEN z 01-03-23 147 01 3528 4282067500 OLR-OAPEN frei verfügbar für Europa-Universität Flensburg, Hochschule Flensburg und Zentrale Hochschulbibliothek Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 01-03-23 161 01 0960 4278139721 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 187 01 3520 4278524455 JSTOR Open Access eBook z 28-02-23 213 01 0551 4279238464 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 230 01 0552 4279415641 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 283 01 3283 4279774552 OLR-OAL z 01-03-23 293 01 3293 4278318677 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 370 01 4370 4279061033 OLR-FREE Kostenloser Zugriff z 01-03-23 603 01 4603 4277961703 OLR-OAPEN Bitte beachten Sie die Nutzungsbedingungen und Copyright-Bestimmungen des Verlages/Herausgebers. z 28-02-23 808 01 4808 4280864101 OLR-OAPEN OAPEN Library zg 01-03-23 2403 01 DE-LFER 4307815238 00 --%%-- --%%-- n --%%-- l01 12-04-23 22 01 0018 Volltextzugang https://library.oapen.org/handle/20.500.12657/48759 23 01 0830 https://library.oapen.org/handle/20.500.12657/48759 30 01 0104 Open Access https://library.oapen.org/handle/20.500.12657/48759 31 01 0027 eBook GBV-OAPEN https://library.oapen.org/handle/20.500.12657/48759 34 01 3551 OpenAccess https://library.oapen.org/handle/20.500.12657/48759 40 01 0007 Volltext, Open Access https://library.oapen.org/handle/20.500.12657/48759 63 01 3401 E-Book https://library.oapen.org/handle/20.500.12657/48759 65 01 0003 Open Access https://library.oapen.org/handle/20.500.12657/48759 65 01 0003 Dieser Titel ist Teil einer Datenbank http://www.bibliothek.uni-regensburg.de/dbinfo/detail.php?titel_id=10728&bib_id=ulb_hal 70 01 0089 https://library.oapen.org/handle/20.500.12657/48759 LF 72 01 0035 https://library.oapen.org/handle/20.500.12657/48759 95 01 3095 https://library.oapen.org/handle/20.500.12657/48759 110 01 3110 Open Access https://library.oapen.org/handle/20.500.12657/48759 136 01 3526 Open Access https://library.oapen.org/handle/20.500.12657/48759 147 01 3528 https://library.oapen.org/handle/20.500.12657/48759 161 01 0960 https://library.oapen.org/handle/20.500.12657/48759 LF 187 01 3520 https://library.oapen.org/handle/20.500.12657/48759 213 01 0551 https://library.oapen.org/handle/20.500.12657/48759 230 01 0552 https://library.oapen.org/handle/20.500.12657/48759 283 01 3283 https://library.oapen.org/handle/20.500.12657/48759 293 01 3293 https://library.oapen.org/handle/20.500.12657/48759 LF 370 01 4370 https://library.oapen.org/handle/20.500.12657/48759 603 01 4603 https://library.oapen.org/handle/20.500.12657/48759 808 01 4808 Volltextzugang https://library.oapen.org/handle/20.500.12657/48759 2403 01 DE-LFER https://library.oapen.org/bitstream/id/6565383c-3e65-4d87-9a75-e22d4047c421/Klinkhardt_Bengel_2021_Schulentwicklung.pdf 31 01 0027 00 eBook GBV-OAPEN 22 01 0018 OLR-ZDB-94-OAL 23 01 0830 OLR-OAPEN 30 01 0104 GBV-OAPEN 34 01 3551 OLR-OAPEN 39 01 0547 GBV-OAPEN 39 01 0547 LF 40 01 0007 OLR-OAPEN 63 01 3401 E-Books LF GBV-OAPEN 65 01 0003 OLR-OAPEN 70 01 0089 OLR-OAPEN-OA 72 01 0035 OLR-OAPEN-OA 95 01 3095 OLR-OAL 110 01 3110 OLR-GBV-OAPEN 136 01 3526 OLR-OAPEN 147 01 3528 OLR-OAPEN 161 01 0960 OLR-OAPEN 213 01 0551 OLR-OAPEN 230 01 0552 OLR-OAPEN 283 01 3283 OLR-OAL 293 01 3293 OLR-OAPEN 370 01 4370 OLR-FREE 370 01 4370 olr-ebook GBV-OAPEN 603 01 4603 OLR-OAPEN 808 01 4808 OLR-OAPEN |
allfieldsSound |
9783781524569 978-3-7815-2456-9 (DE-627)1836476728 (DE-599)KEP077604873 (OCoLC)1251930055 (OAPEN)48759 (EBP)077604873 DE-627 ger DE-627 rda ger JNFN bicssc JNFK bicssc Bengel, Angelika verfasserin aut Schulentwicklung Inklusion Empirische Einzelfallstudie eines Schulentwicklungsprozesses Bad Heilbrunn Verlag Julius Klinkhardt 2021 1 Online-Ressource (205 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Interdisziplinäre Beiträge zur Inklusionsforschung Open Access Unrestricted online access star The research examines the question of conditions for an inclusive school development process from the perspective of teachers. As a qualitative individual case study, the work shows the com-plexity of the development process according to the description of a school as a pedagogical unit (cf. Fend 1986, 275).School development is a permanent challenge for the school in interaction with a changing en-vironment. Accordingly, there are various approaches to shaping or accompanying these school development tasks. The fundamental assumption for this work is that the school itself functions as the motor of development (cf. Dalin, Rolff 1990), since innovations, such as the implemen-tation of inclusion in schools, are interpreted, adapted, and adjusted to one’s own reality by the actors and not implemented inflexibly. The approach is based on the assumption that schools cannot change if the behaviour of their members does not shift. At the same time, an individual change of the members will remain unsuccessful if the framework conditions do not develop with them (cf. Rolff 2007, 14). The dissertation succeeds in working out the interplay between personal experiences of change at the member level and the changing framework conditions of the individual school. In order to analyse the school development process at the actual implementation level, a school was visited on its way to becoming a school for all over the course of two years, and data was successively collected and evaluated by means of a grounded theory study from the perspective of teachers using group discussions, interviews based on photographic evidence, and document research. On the basis of the data evaluation, it will be possible to give an overview of the central topics in the inclusive school development process, to show a heterogeneous positioning within the teachers’ inner circle and to work out the connection between these two aspects and thus their relations. In the course of the interpretation, the aspects of the school as an obstacle in the inclusive school development process, the interpretation of the inclusive school development project by the teachers, a changed student body as a starting point for new challenges in every-day working life as well as professionalism as a strateg y to meet the new challenges are exam-ined. The study can be linked to work that, for example, addresses the need for transparency and participation in inclusive school development processes. At the same time, the work presented can emphasise the aspect of interpretation by teachers Creative Commons https://creativecommons.org/licenses/by-nc-sa/4.0 cc German Inclusive education / mainstreaming Educational strategies and policy: inclusion https://library.oapen.org/bitstream/id/6565383c-3e65-4d87-9a75-e22d4047c421/Klinkhardt_Bengel_2021_Schulentwicklung.pdf X:OAPEN Verlag kostenfrei https://library.oapen.org/handle/20.500.12657/48759 X:OAPEN Verlag kostenfrei ZDB-94-OAL GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_23 ISIL_DE-830 GBV_ILN_30 ISIL_DE-104 GBV_ILN_31 ISIL_DE-27 GBV_ILN_34 ISIL_DE-18-302 GBV_ILN_39 ISIL_DE-547 GBV_ILN_40 ISIL_DE-7 GBV_ILN_63 ISIL_DE-Wim2 GBV_ILN_65 ISIL_DE-3 GBV_ILN_70 ISIL_DE-89 GBV_ILN_72 ISIL_DE-35 GBV_ILN_95 ISIL_DE-542 GBV_ILN_110 ISIL_DE-Luen4 GBV_ILN_136 ISIL_DE-Wis1 GBV_ILN_147 ISIL_DE-Fl3 GBV_ILN_161 ISIL_DE-960 GBV_ILN_187 ISIL_DE-Ki95 GBV_ILN_213 ISIL_DE-551 GBV_ILN_230 ISIL_DE-552 GBV_ILN_283 ISIL_DE-Ha163 GBV_ILN_293 ISIL_DE-960-3 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_603 ISIL_DE-B1556 GBV_ILN_808 GBV_ILN_2403 ISIL_DE-LFER BO 22 01 0018 4280133018 OLR-ZDB-94-OAL OAPEN Library zu 01-03-23 23 01 0830 4280685126 OLR-OAPEN f z 01-03-23 30 01 0104 4281045821 GBV-OAPEN z 01-03-23 31 01 0027 4280327777 z 01-03-23 34 01 3551 4278883293 OLR-OAPEN zi002 01-03-23 39 01 0547 4281237046 GBV-OAPEN ke 01-03-23 40 01 0007 4279951780 OLR-OAPEN xsn 01-03-23 63 01 3401 4281619313 E-Books LF GBV-OAPEN z 01-03-23 65 01 0003 4281868925 OLR-OAPEN z 01-03-23 70 01 0089 4280506124 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 72 01 0035 4278705905 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 95 01 3095 4343233685 OLR-OAL Vervielfältigungen (z.B. 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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000cam a22002652 4500</leader><controlfield tag="001">1836476728</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20241008145503.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">220426s2021 xx |||||o 00| ||ger c</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9783781524569</subfield><subfield code="9">978-3-7815-2456-9</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)1836476728</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)KEP077604873</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1251930055</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OAPEN)48759</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(EBP)077604873</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">ger</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">JNFN</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">JNFK</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Bengel, Angelika</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Schulentwicklung Inklusion</subfield><subfield code="b">Empirische Einzelfallstudie eines Schulentwicklungsprozesses</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Bad Heilbrunn</subfield><subfield code="b">Verlag Julius Klinkhardt</subfield><subfield code="c">2021</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (205 p.)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Interdisziplinäre Beiträge zur Inklusionsforschung</subfield></datafield><datafield tag="506" ind1="0" ind2=" "><subfield code="a">Open Access</subfield><subfield code="f">Unrestricted online access</subfield><subfield code="2">star</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The research examines the question of conditions for an inclusive school development process from the perspective of teachers. As a qualitative individual case study, the work shows the com-plexity of the development process according to the description of a school as a pedagogical unit (cf. Fend 1986, 275).School development is a permanent challenge for the school in interaction with a changing en-vironment. Accordingly, there are various approaches to shaping or accompanying these school development tasks. The fundamental assumption for this work is that the school itself functions as the motor of development (cf. Dalin, Rolff 1990), since innovations, such as the implemen-tation of inclusion in schools, are interpreted, adapted, and adjusted to one’s own reality by the actors and not implemented inflexibly. The approach is based on the assumption that schools cannot change if the behaviour of their members does not shift. At the same time, an individual change of the members will remain unsuccessful if the framework conditions do not develop with them (cf. Rolff 2007, 14). The dissertation succeeds in working out the interplay between personal experiences of change at the member level and the changing framework conditions of the individual school. In order to analyse the school development process at the actual implementation level, a school was visited on its way to becoming a school for all over the course of two years, and data was successively collected and evaluated by means of a grounded theory study from the perspective of teachers using group discussions, interviews based on photographic evidence, and document research. On the basis of the data evaluation, it will be possible to give an overview of the central topics in the inclusive school development process, to show a heterogeneous positioning within the teachers’ inner circle and to work out the connection between these two aspects and thus their relations. In the course of the interpretation, the aspects of the school as an obstacle in the inclusive school development process, the interpretation of the inclusive school development project by the teachers, a changed student body as a starting point for new challenges in every-day working life as well as professionalism as a strateg y to meet the new challenges are exam-ined. The study can be linked to work that, for example, addresses the need for transparency and participation in inclusive school development processes. 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Empirische Einzelfallstudie eines Schulentwicklungsprozesses |
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schulentwicklung inklusionempirische einzelfallstudie eines schulentwicklungsprozesses |
title_auth |
Schulentwicklung Inklusion Empirische Einzelfallstudie eines Schulentwicklungsprozesses |
abstract |
The research examines the question of conditions for an inclusive school development process from the perspective of teachers. As a qualitative individual case study, the work shows the com-plexity of the development process according to the description of a school as a pedagogical unit (cf. Fend 1986, 275).School development is a permanent challenge for the school in interaction with a changing en-vironment. Accordingly, there are various approaches to shaping or accompanying these school development tasks. The fundamental assumption for this work is that the school itself functions as the motor of development (cf. Dalin, Rolff 1990), since innovations, such as the implemen-tation of inclusion in schools, are interpreted, adapted, and adjusted to one’s own reality by the actors and not implemented inflexibly. The approach is based on the assumption that schools cannot change if the behaviour of their members does not shift. At the same time, an individual change of the members will remain unsuccessful if the framework conditions do not develop with them (cf. Rolff 2007, 14). The dissertation succeeds in working out the interplay between personal experiences of change at the member level and the changing framework conditions of the individual school. In order to analyse the school development process at the actual implementation level, a school was visited on its way to becoming a school for all over the course of two years, and data was successively collected and evaluated by means of a grounded theory study from the perspective of teachers using group discussions, interviews based on photographic evidence, and document research. On the basis of the data evaluation, it will be possible to give an overview of the central topics in the inclusive school development process, to show a heterogeneous positioning within the teachers’ inner circle and to work out the connection between these two aspects and thus their relations. In the course of the interpretation, the aspects of the school as an obstacle in the inclusive school development process, the interpretation of the inclusive school development project by the teachers, a changed student body as a starting point for new challenges in every-day working life as well as professionalism as a strateg y to meet the new challenges are exam-ined. The study can be linked to work that, for example, addresses the need for transparency and participation in inclusive school development processes. At the same time, the work presented can emphasise the aspect of interpretation by teachers |
abstractGer |
The research examines the question of conditions for an inclusive school development process from the perspective of teachers. As a qualitative individual case study, the work shows the com-plexity of the development process according to the description of a school as a pedagogical unit (cf. Fend 1986, 275).School development is a permanent challenge for the school in interaction with a changing en-vironment. Accordingly, there are various approaches to shaping or accompanying these school development tasks. The fundamental assumption for this work is that the school itself functions as the motor of development (cf. Dalin, Rolff 1990), since innovations, such as the implemen-tation of inclusion in schools, are interpreted, adapted, and adjusted to one’s own reality by the actors and not implemented inflexibly. The approach is based on the assumption that schools cannot change if the behaviour of their members does not shift. At the same time, an individual change of the members will remain unsuccessful if the framework conditions do not develop with them (cf. Rolff 2007, 14). The dissertation succeeds in working out the interplay between personal experiences of change at the member level and the changing framework conditions of the individual school. In order to analyse the school development process at the actual implementation level, a school was visited on its way to becoming a school for all over the course of two years, and data was successively collected and evaluated by means of a grounded theory study from the perspective of teachers using group discussions, interviews based on photographic evidence, and document research. On the basis of the data evaluation, it will be possible to give an overview of the central topics in the inclusive school development process, to show a heterogeneous positioning within the teachers’ inner circle and to work out the connection between these two aspects and thus their relations. In the course of the interpretation, the aspects of the school as an obstacle in the inclusive school development process, the interpretation of the inclusive school development project by the teachers, a changed student body as a starting point for new challenges in every-day working life as well as professionalism as a strateg y to meet the new challenges are exam-ined. The study can be linked to work that, for example, addresses the need for transparency and participation in inclusive school development processes. At the same time, the work presented can emphasise the aspect of interpretation by teachers |
abstract_unstemmed |
The research examines the question of conditions for an inclusive school development process from the perspective of teachers. As a qualitative individual case study, the work shows the com-plexity of the development process according to the description of a school as a pedagogical unit (cf. Fend 1986, 275).School development is a permanent challenge for the school in interaction with a changing en-vironment. Accordingly, there are various approaches to shaping or accompanying these school development tasks. The fundamental assumption for this work is that the school itself functions as the motor of development (cf. Dalin, Rolff 1990), since innovations, such as the implemen-tation of inclusion in schools, are interpreted, adapted, and adjusted to one’s own reality by the actors and not implemented inflexibly. The approach is based on the assumption that schools cannot change if the behaviour of their members does not shift. At the same time, an individual change of the members will remain unsuccessful if the framework conditions do not develop with them (cf. Rolff 2007, 14). The dissertation succeeds in working out the interplay between personal experiences of change at the member level and the changing framework conditions of the individual school. In order to analyse the school development process at the actual implementation level, a school was visited on its way to becoming a school for all over the course of two years, and data was successively collected and evaluated by means of a grounded theory study from the perspective of teachers using group discussions, interviews based on photographic evidence, and document research. On the basis of the data evaluation, it will be possible to give an overview of the central topics in the inclusive school development process, to show a heterogeneous positioning within the teachers’ inner circle and to work out the connection between these two aspects and thus their relations. In the course of the interpretation, the aspects of the school as an obstacle in the inclusive school development process, the interpretation of the inclusive school development project by the teachers, a changed student body as a starting point for new challenges in every-day working life as well as professionalism as a strateg y to meet the new challenges are exam-ined. The study can be linked to work that, for example, addresses the need for transparency and participation in inclusive school development processes. At the same time, the work presented can emphasise the aspect of interpretation by teachers |
collection_details |
ZDB-94-OAL GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_23 ISIL_DE-830 GBV_ILN_30 ISIL_DE-104 GBV_ILN_31 ISIL_DE-27 GBV_ILN_34 ISIL_DE-18-302 GBV_ILN_39 ISIL_DE-547 GBV_ILN_40 ISIL_DE-7 GBV_ILN_63 ISIL_DE-Wim2 GBV_ILN_65 ISIL_DE-3 GBV_ILN_70 ISIL_DE-89 GBV_ILN_72 ISIL_DE-35 GBV_ILN_95 ISIL_DE-542 GBV_ILN_110 ISIL_DE-Luen4 GBV_ILN_136 ISIL_DE-Wis1 GBV_ILN_147 ISIL_DE-Fl3 GBV_ILN_161 ISIL_DE-960 GBV_ILN_187 ISIL_DE-Ki95 GBV_ILN_213 ISIL_DE-551 GBV_ILN_230 ISIL_DE-552 GBV_ILN_283 ISIL_DE-Ha163 GBV_ILN_293 ISIL_DE-960-3 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_603 ISIL_DE-B1556 GBV_ILN_808 GBV_ILN_2403 ISIL_DE-LFER |
title_short |
Schulentwicklung Inklusion |
url |
https://library.oapen.org/bitstream/id/6565383c-3e65-4d87-9a75-e22d4047c421/Klinkhardt_Bengel_2021_Schulentwicklung.pdf https://library.oapen.org/handle/20.500.12657/48759 |
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up_date |
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