DiF II - VL8

• The lecture is titled "Models and Methods of Diagnosis and Individual Support" by Prof. Dr. Esther Dominique Klein.
• Office hours are on Mondays from 3-4 PM (virtual) at Martin-Schmeißer-Weg 4-8, Room 08.02.02.
• All lecture content and materials are copyrighted, and their use is restricted to personal, academic purposes only.
• Duplication, editing, distribution, or any form of commercial use or sharing with third parties is prohibited.
• Streaming or recording of the lecture's audio and video is strictly forbidden

Lecture Schedule - Part 2 (Prof. Dr. Klein)

• November 27, 2024: The school system and its handling of diversity
• December 4, 2024: Managing diversity in schools
• December 11, 2024: Individual and collective interpretive patterns
• December 18, 2024: Terms and concepts of individual support (asynchronous session)
• January 8, 2025: Didactic approaches
• January 15, 2025: Self-regulated learning
• January 22, 2025: Diversity and marginalization
• January 29, 2025: Information on the exam (virtual session)

Important Information Regarding the Moodle Course

• To be added to the Moodle course, email [email protected] including your TUDO email, semester, and course registration number.
• Lecture slides are typically uploaded to Moodle one day prior to the respective session.
• All communication will be conducted via the Moodle course.
• Check the Moodle forums before asking questions.
• Use the forum in Moodle for non-personal requests.
• The Klausur will take place on March 10, 2025, 8:30 - 10:00 Uhr
• Registration for BOSS (check info and deadlines in the Moodle course)

Initial Survey

• An initial survey is available to gauge perceptions of individual support, accessible via a QR code or a link in the Moodle course.

The School System as a Multi-Level System (Fend, 2008)

• Macro Level: Includes institutional and systemic structures and the "Actor Education System"
• Meso Level: Encompasses organized, collective action processes and the "Actor School"
• Micro Level: Involves individual interactions and actions, including teachers/pedagogues and students

Diversiity Handling Example

• Macro Level: Addresses diversity in school laws, guidelines, resources, selection processes, and whether individual support is structurally integrated.
• Meso Level: Involves the attitudes of the faculty towards diversity, shared goals, resistance, strategies for implementation, teacher cooperation, and support.
• Micro Level: Focuses on teacher beliefs about diversity, personal experiences, professional knowledge, practical actions, and interaction with students, including differentiated instruction.

The School system and how it handles diversity. Focus on History and Structures.

• How did dealing with diversity in the school system evolve from 1800 to 1815?
• What structures exist in the school system to deal with diversity?

19th Century Prussian Education System

• Originated as a State-Controlled System
• General Obligation to Provide Lessons
  • Previously, there was no uniform state-controlled school system.
  • Multiple announcements of a general compulsory education in the 18th century.
• 1717: "General Edict" was Unsuccessful
• 1794: "General Law for the Prussian States"
• Enforcement of compulsory education in the late 19th century.

Nationalisation of the School Systems (by Napoleon)

• Until the end of the 18th century, schools were in the hands of the churches with the churches providing finances
• The churches wanted to have an influence on the education of the broad population, therefore they had influence above all in the lower school system
• By the end of the 19th century, there was conflict between the chruch and the state
• 1872: School Supervision Law anchored state supervision of entire school system in law.

Unification of the Education System came about during the 19th century

• Encompassed mandatory general education
• State oversight and clear legal framework for teachers concerning training and actions
• All schools were similarly structured

How Much Education for Who? (van Ackeren et al., 2015)

• Statist Interests: Establishing education as a state responsibility, limiting church influence, and shaping society to create the idea of a nation.
• Sociopolitical Interests: A constant power struggle for the restriction of education for teachers and lower class citizens while still bettering the education of the entire population.
• Economic Interests: Increased industrialization led to a growing need for better-educated individuals throughout the 19th century.
• Limiting the reach of learnings -> legitimising the government

Historical Forms of Diversity Handling

• Separation by Social Origin: Addressing differences in socio-economic backgrounds.
• Separation by Gender: Accommodating the distinct needs and roles of males and females.
• Separation by Religion/Confession: Acknowledging and respecting religious differences.
• Separation by Nationality: Recognizing distinctions based on citizenship and origin.
• Separation by Support Needs: Meeting varying educational assistance requirements.

Social Seperation Background: The General State Laws For Prussian States (1794)

• Higher Education/Schools: Designed for the nobility and gentry.
• Lower Education/Schools: Designed for the population, focusing on civic and social matters.
• Goal: Preparation for official posts and training to "higher sciences or the arts and civil business"

Wilhelm von Humboldt

• Suggested education plans with a standard teaching system for all but could'nt get through

Educational Levels

• Higher Education: Aimed at civil servant training.
• Intermediate Education: Focus on practical skills like mechanics and modern languages, tailored to industrialization.
• Lower Education: Emphasized obedience and basic education.
• All aimed at different levels of society

Seperation and Gender

• Higher Schooling for Boys: They had direct access to a high education and Abitur.
• Higher Schooling for Girls: They were limited to Home Economics and speaking with their partner.
• Lower Schooling for Boys and Girls: They either attend seperated sex schools, or mixed gender.
• No Attending of Abitur or studying for girls

Seperation and Citizenships

• Children and Teenagers out of Germany, had no obligation to go to school and there for no access to public schools. (Prussia)
• During the 1920's, the situation was made equal for Children and Teenagers in Germany
• Foreign Children and Teenagers: Those mostly has no Obligation to go to School
• Until the second half of the 20th Century everything stayed the same

Division based on funding needs

• In the 19th century there were "Classes for needed people" to support children, who lost connection
• The aim was to either give that connection back or to integrate them to the society

Early 20th-Century School System

• Prior to 1919, there was a separation that determined one's role in society

The Weimar School Compromise (1919/20)

• The old ideal of social status was outdated
• Change was not possible
• There will never be a complete, single schooling system:
  • Typically no separation after belief
  • Combined Primary School until class 4

School structure after 1919

• Focus on Success/Effectiveness-Oriented

1950s: Justifications for the three-part schoolsystem

• People are trained diffrently depending on their background
• Three parts
• Workers
• Middlemen
• Questioner

1960s: Education Disaster (Picht, 1965)

• Some people are affected mostly
  • Religion
  • Social Background
  • Gender
  • Region
• There where descriptions for the lower education possibilites

Unequal chances in education: Arguments

• Democracy: Education is the civic rights
• Economy: if there no further help, this could hurt the economy
• Gesellschaftstheoretische: Structure change are determined by society

Changes 1960-1970's

• Expansion of mixed-gender eductation (Stürzer, 2003)
• Hamburg Treaty (1964): The primary System get changed
• No personal Recommendation for any Schoolsystem (Deutscher Bildungsrat, 1969)
  • Change didn't happen
  • The introfuction of other systemes are introduced in some states

Schoolstructure from 1969

• It was all about going to school and no the endresult

Educations expansion & Lift

• reforms during the 60s and 70s had the result of more and people going/staying at the schools
• everyone got pushed to go to the best school that the could
• But the diffrence where still the same

2000's begin

• PISA-Shock results was
  • Students from germany were a lot worse then in other countries
  • that was mostly in the media

Focus on Disadvantage in education

• Studys showed that lower groups where affected much worse as other groups
• Mostly 3 groups