Kopplungen und nicht intendierte Effekte in Bildungssystemen : empirische Untersuchungen aus Kanada und Deutschland sowie eine steuerungstheoretische Problematisierung
Bibliographic record
Abstract
Strukturelle Reformen in Bildungssystemen sollen die Leistungen der Schülerinnen und Schüler verbessern. In der hier vorliegenden Arbeit wird der Einfluss von Educational Governance auf Bildungsprozesse untersucht. Gemeinsame Analyseebene sind die jeweiligen Kopplungsmechanismen. Es wird die These aufgestellt, dass in Bildungssystemen, verstanden als soziale personenbezogene Dienstleistungsorganisationen, eine Kombination aus ex ante, ex ongoing und ex post Kopplungsmechanismen als Governance gewinnbringend sei. Schwerpunkt sollen dabei ex ante und ex ongoing Kopplungen sein, die mehrsträngig, also multiplex (u.a. hierarchisch und professionell) organisiert sind. Ex post Mechanismen dagegen sollten als „glaubwürdige Drohung“ eingesetzt werden. Diese These wird durch die Annahme, dass Argumente der Prinzipal-Agent und der Stewardship- Theorie ihre Gültigkeit haben, begründet. Besonders wird die Multiplexität von Kopplungen herausgestellt, durch die Mehrebenenstruktur von Bildungssystemen aufgrund der Gleichzeitigkeit der Effekterzeugung eher als Netzwerkstruktur dargelegt wird. Empirische Studien, einmal zu der Umsetzung von New Public Management und Professionellen Lerngemeinschaften in Alberta, Kanada, und einmal zu (nicht) intendierten Effekten der Einführung des Zentralabiturs in Hessen und Bremen, Deutschland, zeigen, dass die Perspektive der Kopplungsmechanismen für die Analysen von Governancemechanismen hilfreich sein kann (z.B. für Effekte wie Teaching to the test). Innovation in school organizations is expected to increase student performance. The present cumulative dissertation analyzes the influence of educational processes from an educational governance perspective. It focus on respective coupling mechanisms and it is assumed that intended effects in educational systems should be realized through a combination of ex ante, ex ongoing, and ex post coupling mechanisms. Educational systems are understood as social personal service delivery organizations. The dissertation suggests implementing ex ante and ex ongoing mechanisms as basic instruments and ex post mechanisms as a “credible threat.” Moreover, ex ante and ex ongoing mechanisms should be realized in a multiplex manner (e.g., hierarchical and professional). In doing that, the paper follows arguments from the agency and stewardship theories. The results of two studies are discussed in line with a typology of coupling mechanisms: First, a best case study assesses the implementation of New Public Management and Professional Learning Communities in Alberta, Canada, using a mixed-method design. A second study explores the intended and unintended effects of the introduction of central exit exams in two German Bundesländer (Bremen and Hesse). Using quantitative, longitudinal, and multilevel data on students and teachers, the studies analyze factors such as teaching to the test effects under the conditions of central and decentralized exit exams.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.003 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".