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"Educational disadvantage" as a topos of pedagogical actors in all-day schools

The reduction of educational disadvantage is a key justification for the recent expansion of all-day schools in Germany. On the one hand, this is an educational policy goal; on the other hand, professional actors in all-day and half-day schools also pursue the goal of reducing disadvantages and realizing special support opportunities. The project focuses on the question of which patterns of orientation towards educational disadvantage and the associated need for support can be reconstructed among professional actors in all-day elementary school.

© Universität Siegen
Campus Adolf-Reichwein-Straße, Universität Siegen

Project description

The reduction of educational disadvantage is a central justification for the recent expansion of all-day schools in Germany. On the one hand, this is an educational policy goal, on the other hand, professional actors in all-day and half-day schools also pursue the goal of reducing disadvantages and realizing special support opportunities. The project focuses on the question of which patterns of orientation towards educational disadvantage and the associated need for support can be reconstructed among professional actors in all-day elementary school.

This is methodically conceptualized on the basis of two comparative dimensions. In order to develop these, a research design is required that is capable of reconstructing orientations. In addition to introductory expert interviews with the head teachers and all-day coordinators of the schools studied, group discussions are also conducted: In the different organizational forms of all-day elementary school, both profession-homogeneous and profession-heterogeneous group discussions. In this way, complex orientation patterns of individual professional groups can be reconstructed and, if necessary, differences according to the organizational forms of all-day elementary school can be identified.

Everything at a glance

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    Duration
    01.08.2013 - 31.07.2015

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    Research areas
    Social pedagogy & youth education

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    Funding
    German Research Foundation (DFG)

Further links

Website DFG

Comparative dimensions

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Dimension 1

It is taken into account that all-day schools differ considerably according to their organizational form (open, partially tied and tied). The project will therefore analyse which differentiations occur with regard to disadvantage and additional support needs depending on the form of organization.

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Dimension 2

Another special feature of all-day schools is the cooperation between different professional groups. In addition to teachers, the so-called "other pedagogically active staff" take on central tasks. As people with different professional socialization are involved in pedagogical work here, the extent to which the orientation patterns of both groups differ is examined.

Team | Lectures | Publications

Project management
Research assistants

Parents from the perspective of pedagogical actors. A comparison of two partially integrated all-day elementary school with socially diverse student bodies. Results from the Topos project. 12th All-Day School Network Conference on 23/24.10.2014 in Dortmund

  • Buchna, Jennifer / Rother, Pia / Coelen, Thomas / Dollinger, Bernd / Hildebrandt, Zilbiya: Supplementing or replacing parental tasks? Parents in the view of pedagogical actors in all-day elementary school. In: Journal for Primary School Research
  • Buchna, Jennifer / Rother, Pia / Coelen, Thomas / Dollinger, Bernd: 'Old' and 'new' problem work: Constructions of educational disadvantage between half-day and all-day schools. In: Social Problems
  • Coelen, T. / Stecher, L. (eds.) (2013): The all-day school. An introduction. Weinheim.
  • Coelen, Thomas / Rother, Pia (2013): Additional pedagogically active staff at all-day schools. In: Coelen, Thomas / Stecher, Ludwig (eds.): The all-day school. An introduction. Weinheim: Beltz Juventa. S. 111-126.
  • Coelen, Thomas / Rother, Pia (2013): All-day schools in educational landscapes. In: Coelen, Thomas / Stecher, Ludwig (eds.): The all-day school. An introduction. Weinheim: Beltz Juventa. S. 79-96.
  • Dollinger, B./Dippelhofer, S. (2013): Education and social policy. In: Coelen, T./Stecher, L. (eds.): The all-day school. An introduction. Weinheim: Beltz Juventa. S. 185-196.
  • Rother, Pia / Stötzel, Janina (2013): Family, social background and educational inequality. In: Coelen, Thomas / Stecher, Ludwig (eds.): The all-day school. An introduction. Weinheim: Beltz Juventa. S. 157-169.
  • Coelen, T./Herr, M. (2012): In search of interprofessional competencies. 'All-day' in teacher education. In: Kraler, C./Schnabel-Schüle, H./Schratz, M./Weyand, B. (eds.): Kulturen der Lehrerbildung: Professionalisierung eines Berufsstands im Wandel. Münster. S. 105-122.
  • Coelen, T./Dollinger, B. (2012): History, present and perspectives of the all-day school. In: Bauer, U./Bittlingmayer, U.H./Scherr, A. (eds.): Handbuch Bildungs- und Erziehungssoziologie. Wiesbaden. S. 763-777.
  • Rother, P. (2012): Factors of cooperation quality. Professional arrangements and institution-specific viewpoints using the example of cooperation between an open all-day school and a children's home. A study commissioned by Lernen vor Ort Frankfurt am Main. Local learning: Frankfurt am Main. Download
  • Dollinger, B. (2010): Educational inequality as problem work. A problem-theoretical consideration of applied educational sociology. In: Social Problems, 21st vol. p. 168-191.
  • Dollinger, B. (2010): Educational inequality as a constituent of social pedagogy. Theoretical and empirical findings using the example of all-day schools. In: Journal of Social Pedagogy, 8th vol. p. 191-210.
  • Coelen, T./Otto, H.U. (eds.) (2008): Grundbegriffe Ganztagsbildung. The handbook. Wiesbaden.
  • Coelen, T. (2007): Dimensions of empirical all-day school research from a socio-educational perspective. In: Bettmer, F./Maykus, S./Prüß, F./Richter, A. (eds.): Ganztagsschule als Forschungsfeld. Theoretical clarifications, research designs and consequences for practice development. Wiesbaden. S. 43-72.

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