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Schulentwicklung in benachteiligten Regionen Eine exemplarische Bestandsaufnahme von Forschungsbefunden und Steuerungsstrategien

  • Isabell van Ackeren

Zusammenfassung

Im Kontext der tiefgreifenden Bildungsreformen der letzten Jahrzehnte in vielen Staaten gibt es in jüngerer Zeit insbesondere international ein zunehmendes Forschungs- und bildungspolitisches Interesse am Thema der improving schools in challenging circumstances (vgl. z.B. Muijs u.a. 2004; McBeath u.a. 2005; Clarke 2005; Harris u.a. 2006) oder - um es mit dem Titel des Sammelbandes zu formulieren - an guten Schulen in schlechter Gesellschaft. Das Thema hat drei zentrale Schubkräfte, und zwar
  • ausgehend von einem zumeist regional konzentrierten Handlungsbedarf an so genannten Brennpunktschulen, dem die empirisch fundierte Erkenntnis zugrunde liegt, dass es einen deutlichen Zusammenhang zwischen sozioökonomischen Hintergrundmerkmalen der Schülerschaft, dem Schulstandort sowie dem schulischen Kompetenzerwerb gibt,

  • ausgehend von dem Befund, dass es Schulen gibt, denen es - trotz vergleichsweise schwieriger Zusammensetzung der Schülerschaft - gelingt, einen signifikanten Mehrwert (added value) im Vergleich zum Ausgangsniveau ihrer Schülerschaft zu erreichen (in diesem Zusammenhang wird auch von ‚erwartungswidrig‘ guten Schulen gesprochen) sowie

  • ausgehend von der Annahme, dass die spezifischen sozioökonomischen Rahmenbedingungen solcher Schulen möglicherweise andere Schulentwicklungsstrategien erfordern als in sozial günstigen Milieus.

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Copyright information

© VS Verlag für Sozialwissenschaften | GWV Fachverlage GmbH, Wiesbaden 2008

Authors and Affiliations

  • Isabell van Ackeren

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