Schule - Zeit - Innovation. Eine empirische Studie zur Innovation schulischer Zeitstrukturen.

Autor/in	Müller, Georg Ronny
Titel	Schule - Zeit - Innovation. Eine empirische Studie zur Innovation schulischer Zeitstrukturen.
Quelle	Dresden: Technische Universität Dresden (2022), 186, XXI S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit Dissertation, Technische Universität Dresden, 2022.
Sprache	deutsch
Dokumenttyp	online; Monografie
URN	urn:nbn:de:bsz:14-qucosa2-778337
Schlagwörter	Schule; Schulzeit; Schulentwicklung; Dissertation; Zeit; Innovation; Rhythmisierung; Zeitstruktur
Abstract	Although often criticized, 45-minute school lessons have been widespread in Germany for over 100 years and are the predominant school time structure in the state of Saxony. With regard to its effectiveness and legitimacy, but also its further development, individual schools lack not only resources for innovation, but above all empirical results. This paper therefore examines school time structures and their innovation from the per- spective of school development research by exploring the question of how schools can shape their use of time and time structures so that learning processes can be imple- mented in an optimal, healthy, and equal-opportunity manner. As a descriptive survey study, student teachers in Saxony were asked about their experi- ences and preferences regarding different time structure arrangements, including lesson start times, the length of lesson units and possible breaks. The results indicate that school time structures have a high impact on lesson planning, teaching and the well-being of teachers and students. Additionally, schools with later les- son start times and 90-minute classes have higher satisfaction scores than schools with early lesson start times and 45-minute classes. A remarkably clear consensus was found among student teachers' self-selected prefer- ences for classes beginning after 8:00 a.m., 60- or 90-minute time structures, and flexible breaks. Variations among these preferences appear to depend on respondents' chrono- type, approach of learning, and personal time orientation. Overall, the student teachers showed a high willingness to innovate for alternative time structures at the individual schools as well as possible adjustments to the legal frame- work. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2022/3