Inclusive Full-Day Schooling as an „Educational Unit of Action“? Perspectives from School Culture Theory on (Dis)Continuities Using the Example of Collaboration Development Till-Sebastian Idel, Christian Reintjes, Dorthe Behrens, Franziska Reinisch, Carolin Baumgarten, Gabriele Bellenberg, Marcel Veber PDF (German)
The Digital Transformation of Schools and Teaching Through the Use of Digital Learning Management Systems (LMS): An Empirical Study of Teachers’ Perspectives on the Potential and Risks Associated with the Use of Learning Management Systems Julia Frohn, Johanna Lau, Marcela Pozas PDF (German)
Schulentwicklung zwischen Aktivismus und Erstarrung: Thesen und Lösungswege als persönlicher Beitrag zum professionellen Diskurs Martina Krieg PDF (German)
Making Collaboration Visible: The Use of Social Network Maps in School Development Marco Galle PDF (German)
Anti-Racist School Development in the Context of (Dis-)Continuity: Theoretical and Methodological Perspectives of the RAISE Project and Implications for Teacher Professional Development in Migration Societies Daniel Scholl, René Breiwe, Joshua C. Ikpegbu, Amalia Isabel Löschcke Centeno, Kathrin Racherbäumer, Sarah Theermann PDF (German)