Completed research projects of the Chair

The Chair of Social Education and Didactics of Social Education is involved in sub-projects 4 and 6 of the package of measures "Synergetic Teacher Training - Vocational Schools", which is funded as part of the "Teacher Training Quality Campaign". Both sub-projects are implemented in cooperation with the Chair of Health and Nursing / Vocational Didactics.

Further information

More information on the TUD Sylber project as part of the TU Dresden Excellence Initiative can be found on the ZLSB website.

SUBPROJECT 4

Occupational field analysis in personal departments to strengthen the dual practical relevance

This sub-project pursues the overarching goal of establishing a closer link between theory and practice in both vocational training and teacher training.

Further information on the background, objectives and methods of the sub-project can be found on the official website of the ZLSB sub-project.

All further information on sub-project 4 can be found on this website under Current Research.

SUBPROJECT 6

Sub-project 6: Cross-phase networking and further training for Teacher Training - Vocational Schools

The aim of the sub-project is to network the three phases of teacher training: studies, traineeship and further education and training.

Further information on the background, objectives and methods can be found on the official website of the ZLSB sub-project.

As there are currently only insufficient research findings and expert opinions on the current supply of teachers for socio-educational courses, this gap needs to be closed as quickly as possible and a reasonable and solid knowledge base in this area needs to be created.
One starting point for this project is the collection of nationwide study and training options. In addition to the nationwide options, however, country-specific alternatives should also be considered that have the potential to be implemented as best practices beyond the country context. Equally interesting and relevant for creating a comprehensive picture of the options for
options for qualifying as a teacher in the field of social pedagogy are the possibilities of a lateral entry into the teaching profession.

Project management:

Dr. Nicola Ornig (Kienbaum)

Project management:

Kienbaum
Prof. Dr. Anke Karber (Leuphana University of Lüneburg)
Dr. Manuela Liebig (TU Dresden)

Funded by:

Federal Ministry for Family Affairs, Senior Citizens, Women and Youth

Duration:

01.01.2023 - 31.12.2023

Results can be found here.

From August 2005 until the end of the 2012/13 school year, the Saxon State Ministry of Culture offered schools in Saxony the opportunity to redesign the school day with all-day programs through the guideline for funding the expansion of all-day programs. Funding was provided to general education schools of all school types that offered performance-differentiated, supplementary and leisure activities. Following the quantitative expansion, the focus increasingly shifted to quality work. After several minor modifications, the guideline for the expansion of all-day provision was transferred to the Saxon State Ministry of Culture's ordinance on allocations to general education schools with all-day provision (Sächsische Ganztagsangebotsverordnung - SächsGTAVO of 09.04.2013) in spring 2013. These changes are primarily intended to simplify the funding procedure and strengthen school autonomy in the implementation of a specific all-day concept. A total of EUR 22.4 million is available annually in the 2013/14 double budget for the funding of all-day offers.

The emphasis on personal responsibility means that local schools are better able to take the specific framework conditions into account when designing their all-day programs. In terms of content, various changes are possible depending on the needs and starting situations. The shortage of teachers, which is also a current issue in Saxony, leads to a greater need for cooperation with external partners in the organization of all-day programs. The SächsGTAVO also brought about a change in the control logic. Whereas the school administration previously checked the extent to which schools complied with the content implications of the funding guideline, the change in funding is in the context of the decentralization debates. Each school should decide locally what content, focus, modes of participation and qualities of cooperation are necessary on the one hand and feasible on the other. The socio-spatial context of the school will play a decisive role in determining the possibility of a specific all-day model. This process harbors opportunities but also risks, which could be caused in particular by a variety of additional and also new steering/design actors.

The aim of the scientific monitoring is to follow the changes on the ground in the context of local and regional educational landscapes, explicating both promoting and inhibiting factors for the autonomous expansion and design of all-day provision. The main focus here is on dealing with the expanded decision-making spaces and the way in which local and regional partners are networked. With the help of quantitative and qualitative methods of empirical social research, the decisive in-school and out-of-school stakeholders are interviewed or surveyed in writing. In addition to analyzing selected regional educational landscapes with a focus on all-day programs at schools, a Saxony-wide survey of school principals will be conducted.

Funded by:

Saxon State Ministry of Education and Cultural Affairs

Duration:

04/2006 - 12/2013

Project management:

Dipl.-Päd. Tobias Lehmann
Dipl.-Soz. Stephan Bloße

At the beginning of the project

An ethnographic study on the significance of stakeholder action in schools and youth welfare services in the development of educational offers within the framework of Saxony's all-day school.

In Germany, the term ALL-DAY SCHOOL stands for a current major educational policy project. In practice, however, one searches in vain for THE ALL-DAY SCHOOL as a universally valid and transferable model. Rather, the local stakeholders, i.e. school management, teachers, educators, parents, etc., each design a school with an all-day program that is virtually unique in detail, as it is conceived and implemented on a site-specific basis according to regulations, needs, resources and other factors. Saxony has also decided to promote the development of all-day provision. In doing so, the financial allocations leave considerable leeway for the design of location-specific all-day programs. With regard to the primary level, which is central to the research project presented here, the funding of all-day programs is tied to a written agreement between school and after-school care. This is related to the fact that in Saxony, elementary school and after-school care centers have been offering reliable all-day care together for more than 20 years.
In practice, the educational stakeholders have developed and continue to develop a very wide range of all-day models. In addition to innovations, there are also concepts whose added value is not recognizable in comparison to the traditional school-care structure. Since 2008, this heterogeneous situation has prompted a closer examination of the conditions for the cooperative design of all-day provision (project work: Markert/Weinhold/Wiere (TU Dresden), publications here). At 23 locations, stakeholders from schools and after-school care centers were interviewed with regard to all-day programs in general and cooperation in particular.
These analyses form the starting point for this further research project. The study, which will run until September 2013, examines how individual elementary school and after-school care locations react in the long term to the requirements and expectations associated with all-day provision, how they relate these to their own practice and tradition and how they then design and implement all-day concepts of education and upbringing. As part of an ethnographic study at three selected locations, the question of what the pedagogical stakeholders of schools and after-school care centers are guided by in the conception and implementation of the all-day offer is investigated. How is the concept of "site-specificity" defined when, for example, infrastructural conditions (rooms, staff, etc.) and site-related processes are taken into account?
This empirical study is framed by two further research concerns. Firstly, the history of the Saxon school with all-day provision is traced both as an educational policy postulate and as a realized educational institution. Secondly, the development of the primary school/after-school care structure in the other eastern German states will be researched and discussed in connection with the Saxon situation.

Project management:

Prof. Dr. Hans Gängler

Project management:

Dr. Thomas Markert

Project funding:

The project was funded by the European Social Fund and the Free State of Saxony (project no. 080949328).

Publications:

• Markert, Thomas (2017): Lehrerinnen und Erzieherinnen doing Ganztagsschule. Historische und empirische Analysen zum Ganztagsangebot von Grundschule und Hort. Weinheim; Basel. Beltz Juventa. Flyer zum Buch
• Markert, Thomas (2014): Die Kindertageseinrichtung Hort – ein Irrtum der Kinder- und Jugendhilfe? Zeitschrift für Sozialpädagogik. Jg. 12, H. 4. S. 361-376.
• Markert, Thomas (2013): Ethnografische Erkundung des Ganztagsangebotes von Grundschule und Hort. Materialband zur Technik der „Ablaufgrafik“. Dresden: TU Dresden. Verfügbar über: http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-121888 [12.09.2013]
• Gängler, Hans/Weinhold, Katharina/Markert, Thomas (2013): Miteinander-Nebeneinander-Durcheinander? Der Hort im Sog der Ganztagsschule. Neue Praxis, Jg. 43, H. 2. S. 154-175
• Markert, Thomas (2011): Das hatten wir doch alles schon!? Die sächsische „Schule mit Ganztagsangebot“ vor dem Horizont der ostdeutschen Bildungsgeschichte. In: Hans Gängler/Thomas Markert: Vision und Alltag der Ganztagsschule. Die Ganztagsschulbewegung als bildungspolitische Kampagne und regionale Praxis. Weinheim; München: Juventa. S. 277-313
• Markert, Thomas (2011): Schule + Hort = ein Ganztagsangebot? Eine Bestandsaufnahme zur Zusammenarbeit von Grundschule und Hort im Ganztagsangebot. In: Hans Gängler/Thomas Markert: Vision und Alltag der Ganztagsschule. Die Ganztagsschulbewegung als bildungspolitische Kampagne und regionale Praxis. Weinheim; München: Juventa. S. 99-114
• Förster, Antje/Markert, Thomas/Berge, Janine (2011): Ganztagsschulforschung in Sachsen. Beschreibung der Forschungsprojekte. In: Hans Gängler/Thomas Markert: Vision und Alltag der Ganztagsschule. Die Ganztagsschulbewegung als bildungspolitische Kampagne und regionale Praxis. Weinheim, München: Juventa. S. 75-86.

Projektförderung

© EU

© EU

© Freistaat Sachsen

At the beginning of the project

Scientific monitoring of the project "Gemeinsam bildet - Grundschule und Hort im Dialog"

"Gemeinsam bildet - Grundschule und Hort im Dialog" is a pilot project that was launched in February 2011 by the state capital of Dresden in cooperation with the Saxon Education Agency, Dresden Regional Office, under the direction of the German Children and Youth Foundation. The aim of the project is to establish a joint educational concept at both the practical and administrative levels of schools and after-school care centers and to develop quality criteria for the joint design of the educational day, which will ultimately contribute to the quality development of education, upbringing and care throughout the day.

The project thus operates at both the practical and administrative levels. At the administrative level, the Eigenbetrieb Kindertageseinrichtungen Dresden, the Sächsische Bildungsagentur, Regionalstelle Dresden, the Jugendamt Dresden, the Schulverwaltungsamt as well as the Bildungsbüro "Dresdner Bildungsbahnen" are involved. At the practical level, work is being carried out at five selected elementary school - after-school care locations in Dresden via installed advisory tandems consisting of a specialist advisor from the Eigenbetrieb Kindertageseinrichtungen and a specialist advisor from the Sächsische Bildungsagentur.

Scientific support for the project is provided by TU Dresden. The task is to document and analyze the development processes at both the practical and administrative levels in order to incorporate them into the work of the project in a process-accompanying and shaping manner. In order to record the current status, guided interviews are currently being conducted with school and after-school care managers and parent representatives at the selected locations.

German Children and Youth Foundation - Project: Educating Together

Project management:

Prof. Dr. Hans Gängler

Funded by:

State capital of Dresden/own child daycare facilities

Project management:

Dr. Thomas Markert (scientific director)
Dipl.-Soz. Antje Förster

Duration:

02/2011 - 12/2011

At the beginning of the project

With this project, the state capital of Dresden (Youth Welfare Office) pursued the goal of linking the tasks of municipal street social work with the tasks of the General Social Services (ASD) of the Youth Welfare Office. During the restructuring process, which began at the end of 2009, the municipal street workers were integrated into the ASD. This was intended to ensure that the ASD would work more outreach-oriented in the future, that special target groups would be better reached, that networking would be realigned and that overall preventive child protection would be optimized (see information on the thesis paper on the restructuring of the youth welfare office to the members of the youth welfare committee of the state capital Dresden, January 2010). The main task of the scientific support provided by TU Dresden was to analyze and professionally evaluate the restructuring process. In particular, the evaluation should provide insights into how the networking of the ASD and street work fields is actually implemented in practice and how it is assessed by the stakeholders involved. In addition to a comprehensive document analysis (1), synopses of the framework conditions of work in ASD and street work (2) were prepared. Furthermore, guided interviews were conducted with around 20 selected stakeholders in the restructuring process (3). The results were summarized in a final report at the end of the project and presented at a public event.

Project management:

Prof. Dr. Hans Gängler

Project management:

Dr. Sabine Riegel
Dipl.-Berufspäd. Manuela Liebig
Carolin Tasch B.A.
Daniel Wenz B.Ed.

Funded by:

City of Dresden, Youth Welfare Office

Duration:

07/2010 - 02/2011

At the beginning of the project

Professional development at technical college level - conception of a further training program for technical college teachers

The current professional discussion in Germany is in line with the European standard of training early childhood educators at universities in the future. However, the enormous increase in demand for specialists over the next few years cannot be met in this way alone for capacity reasons. This is why early childhood educators must continue to be trained at vocational schools.

The aim of the project was to develop a modular further training concept for specialist school teachers that can be used throughout Germany. Participants should not only be trained in the latest research findings, but should also be supported in their self-education and learning processes.

It is currently possible to study to become a teacher in the vocational Department of Social Pedagogy at six universities in Germany. Close cooperation was sought with these universities within the project.

The project was funded by the Robert Bosch Foundation as part of the "Profis in Kitas: zur Professionalisierung von Fachkräften in Kindertageseinrichtungen" programme. In addition to TU Dresden, other universities with different focuses were involved.
www.profis-in-kitas.de

Project management:

Prof. Dr. Hans Gängler

Project management:

Dipl.-Soz. Antje Förster

Funded by:

Robert Bosch Foundation

Duration:

01.01.2010 - 30.4.2011

At the beginning of the project

Since the 2009/10 school year, the "Prevention in Teams" (PIT) project has been tested as a model at 37 schools in Saxony. It involves secondary schools, grammar schools and special schools in the Leipzig and Bautzen regions. The aim of the project is to better bundle and network the prevention measures of various stakeholders at schools, which have often been selective to date. The aim is to create long-term cooperation between schools, the police and other external prevention agencies, which will enable coordinated action that builds on one another.

The scientific monitoring examines the implementation and development of the cooperation between schools and the police at the model schools and provides statements on the evaluation of the project from the perspective of the participating stakeholders. In the sense of a process-accompanying evaluation, promoting and inhibiting factors are identified and transfer statements are made for the implementation and further development of the approach.

Both qualitative and quantitative social research methods are used in the research project. In addition to surveys using standardized questionnaires, topic-centered interviews and group discussions are used as instruments.

Funded by:

Saxon State Ministry of the Interior

Project sponsor:

State Prevention Council of the Free State of Saxony

Project management:

Prof. Dr. Hans Gängler

Project management:

Dr. Sabine Riegel
Susanne Dittrich

Funded by:

State capital of Dresden/own operation of day-care facilities for children

Duration:

01.01.2010 - 31.03.2011

At the beginning of the project

As recent studies show, the family and especially its educational and lifestyle habits have a major influence on a child's later success at school and in life. Parents are the "specialists" for their children. They usually know how the child behaves in different situations, while teachers only know the children in the context of school. For this reason, representatives from administration and academia have been calling for the formation of educational partnerships between schools and parents for several years.

Saxony has already addressed this issue in the elementary sector with the pilot project "Family education in cooperation with daycare centers" (2001-2004). In 2008, the model project "Educational Partnership" was extended to the primary sector. This pilot project "aims to find new ways of working in partnership between schools and parents. [...] The aim is to further expand the existing work with parents, to develop the school as a place for family education and encounters and to promote closer cooperation between schools and independent child and youth welfare organizations" (SMK 2008). The aim of this pilot project was to identify ways of enabling schools to reach all parents. The focus of the project was primarily on "educationally disadvantaged parents", who rarely accept conventional school offers and are difficult to win over for cooperation.

Fifteen primary and special schools from three model regions were involved in the pilot project. The work at the schools was supported by a total of three project coordinators employed by a local child and youth welfare organization. The Saxon Education Institute was responsible for project management.

On the one hand, the scientific support was tasked with evaluating the development of the project and the process of establishing educational partnerships at the individual schools (formative evaluation). On the other hand, it examined the project as a whole (summative evaluation). In the process, conditions for success or failure in the establishment of educational partnerships were identified. Furthermore, the development of transfer statements on the possibilities of internal and external (e.g. municipal) long-term support for the sustainable development of educational partnerships was planned.

Project management:

Prof. Dr. Hans Gängler

Project management:

Dr. Sabine Riegel
Katharina Weinhold M.A.
Katrin Haase Dipl.-Päd.

Funded by:

Saxon State Ministry of Culture (SMK)

Duration:

01.11.2009 - 31.07.2011

At the beginning of the project

Contents

On behalf of the German Children and Youth Foundation, the All-Day School Research Group conducted an explorative qualitative study on the cooperation between elementary school and after-school care centers with all-day programs. The aim was to explore the practices of cooperation in terms of content. The study was limited to the investigation of elementary school and after-school care centers in the city of Dresden.

Methods

Expert interview, document analysis, group discussion

Research field

15 selected primary school/after-school care locations

Results/publication

The results are published in a brochure published by the German Children and Youth Foundation.
Download here

Project management

Dipl. Päd. Andreas Wiere
Dr. phil. Thomas Markert

Duration

02/2008-04/2008

At the beginning of the project

The "Study on the development of all-day schools" (StEG)

"StEG Saxony" refers to the scientific monitoring of the implementation of the nationwide investment program "Future, Education and Care" (IZBB) at selected schools in the Free State of Saxony, in addition to the nationwide study on the development of all-day schools (StEG).

The "Future, Education and Care" investment program

As part of the IZBB, € 4 billion will be made available for the establishment and expansion of all-day schools by the end of 2007 on the basis of a federal-state agreement. The IZBB funds will be used to support new construction, expansion, conversion and renovation measures as well as investments in equipment for all-day schools.

Scientific monitoring of the IZBB

The implementation of this investment program is scientifically supported at federal level by the "Study on the Development of All-Day Schools" (StEG). This study is managed by the consortium "Ganztagsforschung", which was founded by three leading research institutes (DIPF, IFS, DJI).
Homepage of StEG for more information

Funded by:

Saxon State Ministry of Education and Cultural Affairs

Project management

Dipl.-Soz. Antje Förster
Dr. phil. Sabine Böttcher
Dr. phil. Thomas Markert

Duration:

01.03.2006 - 28.02.2010

At the beginning of the project

is a program of the Robert Bosch Stiftung for the professionalization of early childhood educators in Germany.

All federal states have now recognized daycare facilities as places of education and adopted corresponding educational plans for pedagogical work in daycare facilities. The task now is to reform the entire system of education, upbringing and care for children in the 0-10 age group in the context of new education policy, family policy, social requirements and the latest scientific findings.

This requires professionals who accompany children in the acquisition of their living environment and, together with their mothers and fathers, lay the foundations for future educational biographies and personal development. With PiK, the Robert Bosch Stiftung and the university partners are contributing to the establishment of early childhood education in the German education system and would like to trigger a quality boost for the training and further education of early childhood educators at all levels of the system.

An introduction to the "PiK-Profis in Kitas" program can be found here

Project management:

Prof. Dr. Hans Gängler

Project management:

Dr. Cornelia Wustmann
Dr. Vera Bamler
Dipl.-Berufspäd. Christin Richer
Dipl.-Berufspäd. Dana Stütz
Stephan Krummnacker
Cathleen Hentschel
Robert Findeisen

Supported by:

Robert Bosch Foundation

Duration:

At the beginning of the project

Scientific monitoring of the pilot project "Saxon school with all-day offers/all-day school"

© Modellversuchs GTA/GTS

Since the 2003/2004 school year, 10 schools (7 secondary schools, 3 grammar schools) have been working on the implementation of all-day organizational forms as part of a pilot project. As no specifications were made with regard to specific all-day school models, very individual forms of all-day school hours are being created at the individual schools. This applies to goals, content, time organization and the degree of commitment with regard to learners' participation in all-day activities.

The main objectives of the scientific monitoring are to document the differences and similarities of the all-day school models in the course of their development and to record the expectations and experiences of those involved (learners, teachers, parents, cooperation partners) with the respective forms of implementation.

Quantitative and qualitative methods of social research are used in the research project and appropriate instruments of data collection are selected: Document analysis, theme-centred interviews, participant observation, group discussions, standardized written survey.

The processed data from all forms of data collection lead to complex and dense descriptions of all-day school practice and also to assessments and evaluations of a highly popular form of school organization. Finally, individual school comparisons can be derived from the research results, transfer statements and hypotheses can be generated and references can be made to the overarching discussion about all-day offers and all-day schools. prefix = o /

Funded by:

Saxon State Ministry of Education and Cultural Affairs

Publication:

A summary of the results of the pilot project can be found on the.

Project management:

Dipl. Päd. Andreas Wiere
Dipl. Päd. Annekatrin Lorenz

Duration:

01.01.2004 - 31.08.2008

At the beginning of the project

Since the 2005/06 school year, the Saxon State Ministry of Culture (SMK) has offered all general education schools in the Free State of Saxony financial support for the expansion of their all-day programs. Until the end of the 2012/13 school year, the guideline for funding the expansion of all-day offers at Saxon schools (FRL GTA) existed for this purpose, which was replaced by the regulation of the Saxon State Ministry of Education and Cultural Affairs on allocations to general education schools with all-day offers (SächsGTAVO) in the 2013/14 school year.

Since 2006, the TUD Dresden University of Technology (Prof. Dr. Johann Gängler, Chair of Social Education and Didactics of Social Education) has been monitoring and evaluating the expansion of all-day provision at Saxon schools. In coordination with the Saxon State Ministry of Education and Cultural Affairs, various topics were dealt with each year
(e.g. collaboration with cooperation partners, individual support, organization of the school day). Following the "Quality GTA" pilot project (2017/18) and the revision of the Saxon quality framework for all-day provision, the team has supported the state-wide implementation of the quality framework in close cooperation with the client and the Saxon State Office for Schools and Education since 2019. Various support formats were designed and tailored to the experiences, needs and resources of Saxon schools of all general school types.

The two-day "2steps" offer was aimed at 45 - 60 schools, which were instructed on how to work with the quality framework as part of a school team and supported in their conceptual work over a period of six months.

26 schools were involved in the SEiGanz (Schulentwicklung im Ganztag) project initiative, which received intensive support and guidance in working with the quality standards over a period of two years. This sub-project included continuous work on their own all-day concept and exchange with other schools. With the help of systematic feedback, moderated working meetings, content-related input and shadowing, etc., extensive opportunities were offered to advance school development processes in all-day education.

On the online platform "Praxispool GTA", school examples were compiled and made available from August 2020 that implement the standards of the quality framework in a particularly successful way and can serve as a guide for interested schools.

In addition, quantitative principal surveys were conducted annually at Saxon schools with GTA in order to capture structures, implementation, reactions and feedback and to prepare the data for the SMK. Qualitative expert surveys were also conducted on specific topics.

In 2021, the SMK , in cooperation with the State Office for Schools and Education and the employees of TU Dresden, set up the All-Day Programs Office as part of a pilot phase with the aim of permanent implementation from 2022. In addition to monitoring tasks (surveys of school management), the provision of digital support materials on aspects of quality development, the expansion of the GTA practice pool, the support and monitoring of internal evaluation and school development processes and cooperation in the Federal Network for All-Day Education, the online service GTA-Treffpunkt was established and successfully implemented with Saxon schools on the topics of digitalization of GTA and individual support for learners.

From January 2022, the work of the specialist unit will be continued by the All-Day Service Center at the State Office for Schools and Education.

Further information can be found at: https://www.schule.sachsen.de/1744.htm

Findings from the project period from 2006 to 2013 are presented in the final report on the GTA funding guideline:

Report 2013

Further articles:

• Bilanz: 12 Jahre Ganztagsangebote in Sachsen, unter: https://www.ganztagsschulen.org/de/ganztagsschule-vor-ort/ganztagsschule-in-den-laendern/_documents/bilanz-12-jahre-ganztagsangebote-in-sachsen.html?nn=610072 (15.02.2022)
• Was will der Ganztag? Was leistet der Ganztag? unter: https://www.ganztagsschulen.org/de/forschung/interviews/was-will-der-ganztag-was-leistet-der-ganztag.html (15.03.2022)

Funded by:

Saxon State Ministry of Education and Cultural Affairs

Duration:

01/2014- 12/2021

Project management:

Prof. Dr. Hans Gängler

Project management:

• Dr. phil. Stephan Bloße
• Dipl.-Päd. Tobias Lehmann
• Dipl.-Päd. Claudia Reh
• Celina Wald M.A.