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SchooBa

School-Barometer

National and International Monitoring of the Current School Situation

of the Institute for the Management and Economics of Education (IBB) of the University of Teacher Education Zug (PH Zug) and the World Education Leadership Symposium WELS

www.School-Barometer.net
www.SchoolBarometer.net

www.Bildungsmanagement.net/School-Barometer
WELS.EduLead.net/School-Barometer
SchooBa.EduLead.net

If you are interested to get updates on new and further information, please leave your email address / register to our School-Barometer-info-email. It is also very easy to unregister later on (this option is included in each info-email in the signature).

School lockdown in nearly all countries around the world

School Barometer (experiences, opinions, needs and demands) - COVID-19 and current challenges in schools and education

Feedback & findings

Media coverage (in German)

Links & Tools

Collection with useful links on “Digitization in school and education” (in German)

Recommendations

Recommendation of digital media, tools and tools as well as websites (in German)

Short presentation

Presentation of selected findings (in German)

Stephan Gerhard Huber & Christoph Helm (2020). COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32(2).

The crisis caused by the COVID-19 virus has far-reaching effects in the field of education, as schools were closed in March 2020 in many countries around the world. In this article, Stephan Huber and Christoph Helm present and discuss the School Barometer, a fast survey (in terms of reaction time, time to answer and dissemination time) that was conducted in Germany, Austria and Switzerland during the early weeks of the school lockdown to assess and evaluate the current school situation caused by COVID-19. The aim was to gather, analyse and present data in an exploratory way to inform policy, practice and further research. In this article, the authors present some exemplary first results and possible implications for policy, practice and research. Furthermore, they reflect on the strengths and limitations of the School Barometer and fast surveys as well as the methodological options for data collection and analysis when using a short monitoring survey approach. Specifically, Stephan Huber and Christoph Helm discuss the methodological challenges associated with survey data of this kind, including challenges related to hypothesis testing, the testing of causal effects and approaches to ensure reliability and validity. By doing this, they reflect on issues of assessment, evaluation and accountability in times of crisis.

The essay is available free of charge as an open access publication - published: 10 June 2020.

Gehen Sie zu: https://doi.org/10.1007/s11092-020-09322-y

Download PDF: https://link.springer.com/content/pdf/10.1007/s11092-020-09322-y.pdf

Stephan Gerhard Huber & Christoph Helm (2020). Lernen in Zeiten der Corona-Pandemie. Die Rolle familiärer Merkmale für das Lernen von Schüler*innen: Befunde vom Schul-Barometer in Deutschland, Österreich und der Schweiz.

"Stephan Gerhard Huber & Christoph Helm berichten in ihrem Beitrag „Lernen in Zeiten der Corona-Pandemie“ Ergebnisse ihrer Analysen zur Rolle familiärer Merkmale für das Lernen von Schüler*innen. Grundlage für die Analysen sind Daten des aktuellen Schul-Barometers in Deutschland, Österreich und der Schweiz. Insgesamt kommen sie zu dem Ergebnis, dass Schüler*innengruppen mit niedrigen häuslichen Ressourcen in Zeiten der Schulschließung nicht primär aufgrund fehlender technischer Ausstattung oder fehlender elterlicher Unterstützung zurückbleiben, sondern insbesondere aufgrund fehlender Fähigkeiten zum selbstgesteuerten Lernen und zur Selbstorganisation des Tagesablaufs. Der Mangel dieser Fähigkeiten ist ihres Erachtens auf das Fehlen von Entwicklungsmöglichkeiten zurückzuführen, die diese Schüler*innen (in sozioökonomisch schlechter gestellten bzw. benachteiligten Familien) oft nicht ausreichend vorfinden. Für eine kleinere Gruppe an Schüler*innen würde eine adäquate technische Ausstattung vermutlich einen Teil der erlebten Herausforderungen mindern. Neben der Frage nach technischer Ausstattung (z. B. den Schüler*innen vom Staat zur Verfügung gestellte technische Endgeräte wie Tablets oder Laptops) seien jedoch vor allem eine stärkere Betreuung sozial benachteiligter Familien und eine personenbezogene Lernbegleitung der Schüler*innen erforderlich." (Fickermann & Edelstein, 2020, S. 24)

The essay was published in: Detlef Fickermann & Benjamin Edelstein (Hrsg.) (2020): „Langsam vermisse ich die Schule ...“ Schule während und nach der Corona-Pandemie 2020. DDS Die Deutsche Schule Beiheft, Band 16, 228 Seiten, broschiert, ISBN 978-3-8309-4231-3

The trade journal is available free of charge under a CC-BY-NC-SA license - published: 15 June 2020.

Go to www.waxmann.com/buch4231

Table of contents: www.waxmann.com/?eID=texte&pdf=4231.pdf&typ=inhalt



The third report will be republished as a open access book publication by Waxmann.
ISBN 978-3-8309-4216-0

Published 24th of April 2020

Your current professional situation is extremely challenging due to the COVID-19 crisis.

Our research team and partnes (as “responsible scientists” working with the praxis and for the praxis) would like to provide some support for you in this challenging situation.

How can we support you?

Our School Barometer (SchooBa) offers you a platform for exchangíng your experiences and your know-how

Within 10 minutes, you have the opportunity to voice your experiences with the specific challenges you have to cope with and your needs, opinions and recommendations.

We would very much appreciate your participation.

We will collect and process your feedback and provide you with the systematised feedback of all participants (via website and -if you wish so – via e-mail to you; you can indicate your email address at the end of the school barometer for updates only, if you want).

Feedback from the praxis will also be used to inform education policy, administration and the public about the schools‘ great commitment and achievement as well as their needs.

Data protection

All data protection regulations are naturally observed by us. In concrete terms, this means that all data

Further information on data protection can be found here.

Initiative

The School Barometer is an initiative of Prof. Dr. Stephan Gerhard Huber, Head of the Institute for the Management and Economics of Education (IBB) of the University of Teacher Education Zug (PH Zug) and the World Education Leadership Symposium WELS (WELS.EduLead.net).

The IBB School-Barometer aims at monitoringt and researching the current situation of schools and schooling in terms of a mood picture in regular intervals in order to contribute to an exchange of experiences and know-how.

SchooBa-Team

Editors: Stephan Huber, Paula Sophie Günther, Nadine Schneider
Programming: Marc Basco
Website: Tim Ganter
Analysis: Stephan Huber, Paula Sophie Günther, Nadine Schneider, Christoph Helm, Marius Schwander, Jane Pruitt, Julia Schneider, Raphael Drobner
Lectorate: Uschi Klein and Sigrid Hader-Popp
Partners of the WELS, particularly representatives of associations, practice, authorities/administration, foundations, and the media.


Institute for the Management and Economics of Education (IBB) of the University of Teacher Education Zug (PH Zug)
Zugerbergstrasse 3
CH-6300 Zug
www.Bildungsmanagement.net/School-Barometer
E-Mail: Schul-Barometer@phzg.ch