DaproRe

The study has systematized school-organizational action in a multidimensional model as a typology of school reorganization patterns, thus contributing to the revision and expansion of previous models of school development research. Changes in school organizational action (e.g. establishment of steering and working groups, mechanisms of self-coordination) as well as the sustainability and stability of the changes and the relationship between the steering instruments and the quality of school work were examined.

The study is based on a secondary analysis of qualitative school case-based longitudinal data, with 351 guided interviews conducted in three projects (2005 to 2013). By combining a long-term perspective, reorganization patterns at individual schools were examined over a period of up to seven years, which included the influence of educational policy reform measures since the 2000s.

Hartung-Beck, V., Muslic, B. & Gisske, A. (2023). Effects of institutional regulatory contexts and inherent logics of school organizations on evidence-based school development. A qualitative school case study on the influence of educational policy control intentions. In Besa, KS., Demski, D., Gesang, J., Hinzke, JH. (Eds.) Evidence and research orientation in teacher education, schools, educational policy and administration. Educational governance (pp. 261-284). Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-38377-0_13

Muslic, B. & Hartung-Beck, V. (2021). Evidence-based concepts of school development and school leadership - a research overview. In: D. Kemethofer, J. Reitinger, K. Soukup-Altrichter (Eds.). Measuring? On the relationship between educational research, educational policy and educational practice (pp. 195-211). Waxmann: Münster, New York.

Muslic, B./Gisske, A. & Hartung-Beck, V. (2020). Qualitative content analysis within empirical educational research. Possible applications in a secondary analytical longitudinal study to identify reorganization patterns of school organizations [25 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 21(1), Art. 21. doi.org/10.17169/fqs-21.1.3451 .

Hartung-Beck, V./Muslic, B. (2019). Evidence-based school development. Do the empirical results speak for or against the use of data for school and lesson development? SchulVerwaltung aktuell, 7(5), 135-137.