Demands and Tasks of Intercultural School Development: Group Discussions with Experts about Intercultural School Development

Autor/inn/en	Syring, Marcus; Tillmann, Teresa; Sacher, Nicole; Weiß, Sabine; Kiel, Ewald
Titel	Demands and Tasks of Intercultural School Development: Group Discussions with Experts about Intercultural School Development
Quelle	In: Improving Schools, 21 (2018) 1, S.84-101 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480217708897
Schlagwörter	Multicultural Education; Institutional Cooperation; Educational Cooperation; Educational Development; Expertise; Group Discussion; Foreign Countries; Data Analysis; Coding; Cultural Awareness; Reflection; Attitude Change; Hidden Curriculum; Human Resources; Content Analysis; Germany + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Institute; Co-operation; Cooperation; Institut; Kooperation; Education; cooperation; Bildungsentwicklung; Expert appraisal; Gruppendiskussion; Ausland; Auswertung; Codierung; Programmierung; Cultural identity; Kulturelle Identität; Attitudinal change; Einstellungsänderung; Heimlicher Lehrplan; Humankapital; Inhaltsanalyse; Deutschland
Abstract	The present study is aimed at identifying demands and tasks that are considered important by experts in the field of interculturalism for the successful development of schools. Although different theoretical models about intercultural school development, incorporating various conditions and dimensions, have already been suggested, gaps in research on the specific content of various administrative levels of school as an educational institution can still be identified. In order to fill those gaps, we conducted group discussions with small groups of experts in the field of interculturalism. Experts were matched into three groups so that each represents a high level of diversity regarding their particular expertise. Results from the discussions were investigated by applying content analysis. Based on the revealed findings, five fields of action can be established that are essential for the process of intercultural school development. The revealed areas covered a variety of factors, ranging from individual reflection to developmental processes of a school as an organization. In the present study, those facets are interpreted as conditions under which successful intercultural school development processes can be established. While most content areas can be mapped to the existing theoretical models, they add further information with regard to the content of the theoretical dimensions. This is particularly the case at the individual level. Resulting practical implications are explained and further discussed on the basis of inevitable future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01