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Ist eine gute Schule eine inklusive Schule? Entwicklung von Messinstrumenten durch Schulinspektionen

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  • Piezunka, Anne

Abstract

Die Umsetzung von schulischer Inklusion findet in Deutschland auf verschiedenen Ebenen des Bildungssystems statt, z.B. in der Gestaltung der Schulstruktur. In diesem Zusammenhang stellt sich die Frage, wie sich die Umsetzung von Inklusion abbilden lässt. In Abhängigkeit davon, wie Inklusion als politische Vorgabe gedeutet wird, kann es beispielsweise variieren, welche empirischen Daten hierfür erhoben werden. Daran anknüpfend geht es im Rahmen der Arbeit um die Fragen, inwiefern Inklusion in den Messinstrumenten der Schulinspektion berücksichtigt wird und wie diese entstanden sind. Schulinspektionen evaluieren in den einzelnen Bundesländern mithilfe von Messinstrumenten, z.B. Schülerfragebögen und Unterrichtsbeobachtungsbögen, die Qualität von Einzelschulen. Dabei unterscheiden sich die Bundesländer darin, welche Instrumente sie anwenden. Durch die Analyse der Messinstrumente und mithilfe von Experteninterviews wird herausgearbeitet, ob und welche Daten in Bezug auf die Umsetzung von Inklusion erhoben werden. Des Weiteren wird deutlich, wie die Messinstrumente der Schulinspektionen entstanden sind und welche Rahmenbedingungen prägend wirkten. Die Auseinandersetzung mit dem Entwicklungsprozess ermöglicht es zu zeigen, warum sich die Messinstrumente zwischen den Bundesländern unterscheiden. Für die Bearbeitung der Fragestellung wird auf organisations- und bewertungssoziologische Arbeiten (z.B. Sensemaking Ansatz) zurückgegriffen sowie auf zentrale Konzepte der Inklusionsforschung und den Educational Governance-Ansatz. (DIPF/Orig.)

Suggested Citation

  • Piezunka, Anne, 2020. "Ist eine gute Schule eine inklusive Schule? Entwicklung von Messinstrumenten durch Schulinspektionen," EconStor Books, ZBW - Leibniz Information Centre for Economics, number 215711.
    • Handle: RePEc:zbw:esmono:215711
    DOI: 10.35468/5799
    Note: Zugl.: Dissertation, Universität Hildesheim, 2019. Die Publikation wurde durch den Leibniz-Publikationsfonds für Open-Access-Monografien gefördert.
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    References listed on IDEAS

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    1. Karl E. Weick & Kathleen M. Sutcliffe & David Obstfeld, 2005. "Organizing and the Process of Sensemaking," Organization Science, INFORMS, vol. 16(4), pages 409-421, August.
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    1. Piezunka, Anne, 2020. "Schulische Inklusion messen: Je nach Bundesland gehen die Schulinspektionen sehr verschieden vor," WZBrief Bildung 42, WZB Berlin Social Science Center.

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