in progress

The knowledge and access to desiderata acquired here can be used as a discursive approach for secondary analytical evaluations of the data and findings collected in the project volume in subsequent Master's theses (4th semester). As students in the GHR do not necessarily have to submit an empirical Master's thesis, the spectrum of thematic expansion is wide without the need to carry out new empirical surveys (p. 8. BiWi-PRX concept 2020).

Further information on the project can be found on these pages: uol.de/kinderschutz

Specialisation module for GHR 300-M.Ed. compulsory module Biw 335 "Pedagogical Action in Primary Education"

This end of project crosses the three focal points of the department: it combines organisational tasks of networking primary schools in the educational landscape with educational biographical aspects of child protection and didactic professionalisation strategies.

We are developing an in-depth module to prepare for collaborative protection concept and all-day primary school development tasks across all phases and to impart the specialist knowledge and practical skills required by law (BKiSchG; KKG; KJSG) for assessing child welfare risks and developing school protection concepts for the primary level. The module closes the gap between the legal child protection and networking mandate for teachers/schools and the curricular requirements of teacher training. Reusable, digital formats for imparting knowledge and skills are combined with a reproducible concept of practical exercises by focusing on the dialogue-based cooperation between academic and practical expertise (in accordance with Section 8a SGB VIII) in a practice-oriented university didactic setting and leading to a cross-phase teaching and training setting.

The module and teaching material development project is funded by "Innovation Plus" from the state of Lower Saxony: Duration 1.10.2022 - 30.9.2023

Publication:
Spies, Anke (2022): Child protection at primary level: Professionalisation and school development needs. In: Education and Teaching, Issue 3 - 4, 2022 (in preparation)

In the context of additive (primary) school development orientated towards the inclusion paradigm, the development of all-day educational concepts is giving rise to new requirements for networking existing regional educational offers from public and private providers. From the perspective of network research, the various network actors, their positions, goals and resources as well as their influence on all-day school development are analysed. Among other things, coordination mechanisms in the all-day school sector that promote or hinder formal and non-formal education in the cooperative relationship, but are also orientated towards reducing educational disadvantages and increasing participation, will be investigated.

Co-operation project: Prof'in Dr Heinke Röbken, Prof'in Dr Anke Spies; Research assistant: Jan Wolter

With the school-based sponsorship of school social work at primary schools in Lower Saxony, the education authority has expanded the staffing levels at a number of primary schools since the start of the 2016/17 school year to include specialists with socio-educational expertise. This development is unusual both in terms of school level and long-term school sponsorship, both nationally and in terms of professional theory, and raises questions about pedagogical action from a school and socio-pedagogical perspective.

In a case study, we determine

1. organisational pedagogical consequences for school development processes at primary level (qualitative content analysis) and
2. professional-theoretical consequences for the socio-educational field of action of school social work (objective hermeneutics)
3. use excerpts from the qualitative data sets (3 group discussions; 4 problem-centred interviews; 1 social network map) in settings of research-oriented teaching in teacher education.

Experiences and ways of dealing with them - educational biographical reconstructions after the first school leaving certificate

Project leader: Prof Dr Anke Spies (University of Oldenburg)

Staff members: Dr Udo Gerheim, Dr Anja Steinbach

In collaboration with Süleyman Karnat, Ana Carolina Fernandes Pires Rovai, Moritz vom Ende (University of Oldenburg)

Duration: 10/2016 - 3/2018

In co-operation with Dr Anh-Dao Tran (University of Iceland) in collaboration with Prof' in Dr Hanna Ragnarsdóttir (University of Iceland) and Prof. Dr Samúel Currey Lefever (University of Iceland); research project: "Social justice and educational inclusiveness: upper secondary education attainment among students of culturally diverse backgrounds born in Iceland".

On the basis of 22 narrative interviews, the research project reconstructs the educational biographical experiences of young people from the first 'PISA generation' (born around 2000) after they have successfully completed secondary school in Lower Saxony. In this study, their experiences of positioning themselves and others at school are analysed using the theoretical and empirical instruments of educational biographical research in order to examine pedagogical action in conflicts of norms from the perspective of the addressee.

• on the school entry phase and school career decisions (Spies 2020; Spies/Gerheim 2017, Spies 2015)

and

• as processes of creating, stabilising and changing self, other and world references and the associated subjectivation processes in the design of school learning settings and school formats

by

• pursuing positions that make statements on migration-related or social origin-related markers of difference and

are opened up for reflection (e.g. in teacher training).

Lectures:

Publications:

Steinbach, A./Spies, A. (2021). Educational biographical reconstructions - Students' experiences with verbal and non-verbal invocations and discrimination. In: Journal for Educational Research (ZBF), Issue 1/2021.

Spies, A./Steinbach,A./Tran, A. D./Ragnarsdóttir, H. (in prep.): "That is really a bit strange". School discrimination experiences of adolescents in Iceland and Germany.

To strengthen the enthusiasm of 3 to 10-year-old children for maths, science and technology: This is the goal of Germany's largest early education initiative, the "Haus der kleinen Forscher" foundation, which is funded by the Federal Ministry of Education and Research.

The Institute of Educational Sciences at the University of Oldenburg has been coordinating the local network since 2016. Under the name "Kleine Forscherinnen und Forscher an der C.v.O.-Universität Oldenburg", workshops are organised for educational subjects and teachers at daycare centres, after-school care centres and primary schools in the districts of Oldenburg, Ammerland, Wittmund and Friesland as well as in the cities of Oldenburg and Wilhelmshaven. The Foundation's training programme has been developed in line with the educational and framework curricula and is recognised by the NLQ as teacher training.

The "Haus der kleinen Forscher" foundation is advised and evaluated by experts from various disciplines and continuously develops its educational and didactic concept accordingly.

You can find more information here

"Inclusion and school development in additive all-day primary schools: co-operation between schools and youth welfare services"

Objective I: Since 9/2013, ongoing accompanying research at a three-grade primary school that has designed the open all-day format in cooperation with the youth welfare organisation of the former after-school care centre in an additive manner and follows the specifications of the municipal school authority.

Objective II: Master's students gain insights into the complexity of cooperation processes, relate theoretical discourse to empirical findings, test instruments for the evaluation of school development processes, discuss findings and impulses for concept development with colleagues in practice (transfer forum) and receive suggestions for reflecting on the changing profile of their future tasks under current educational and socio-political conditions.

12/2013 - 2/2014

Determining the initial situation in a cooperative setting - Group discussions + SWOT analysis

04/2014 - 3/2015

Parent surveys to determine participation resources; re-registering students on the all-day concept (semi-structured guided interviews & quantitative questionnaire survey)

05/2014 - 10/2014

School entry phase: Daycare centres as cooperation partners (daycare centre perspective) (problem-centred guided interviews on external perception )

7/2014 - 4/2016

Reconstruction of positive developments in all-day cooperation/reconstruction of conceptual differentiation needs (problem-centred & inductive and deductive content analysis)

9/2017 - 8/2019

School social work as a new alliance partner in the cooperation concept [in preparation]

in conjunction with

Learning support in all-day schools as a building block in the (occupational biographical) professionalisation process

Publications:

Spies, A. (2014). Primary school in the local educational landscape - school development in a communal setting. In B. Kopp, S. Martschinke, M. Munser-Kiefer, M. Haider, E.-M. Kirschhock, G. Ranger & G. Renner (Eds.), Individual support and learning in the community (pp. 126-129). Wiesbaden: VS Verlag.

De Boer, H./Spies, A. (2014). Cooperation settings in the context of inclusive primary school development. In M. Lichtblau, D. Blömer, A.-K. Jüttner, K. Koch, M. Krüger, R. Werning, Rolf (Eds.), Research on inclusive education - Teaching and learning differently together (pp. 186-198). Bad Heilbronn: Julius Klinkhardt publishing house.

Spies, A. (2016). In the field of tension between structural specifications, concept development and professional self-images - primary school and youth welfare on the way to a cooperative all-day setting. In C. Lähnemann, A. Leuthold-Wergin, H. Hagelgans & L. Ritschel (Eds.), Professional co-operation in and with schools. Findings from practical research (pp. 117-130). Greifswald: MV-Verlag.

Spies, A. (2017). Alliances with an inclusive mission - The co-operation of schools and youth welfare services in all-day schools. In J. Budde, A. Dlugosch, T. Sturm, T. (Eds.), (Re-)Constructive Inclusion Research. Lines of difference - fields of action - empirical approaches (pp. 33-44). Opladen: Budrich Verlag.

Phase I (quantitative): Online questionnaire; main topics (a) general use of digital reading promotion programmes in lessons and schools, (b) specific use of 'Antolin' during lessons and in lessons, (c) evaluations and assessments with and of 'Antolin'

Phase II (qualitative): problem-centred interviews and ethnographic observations at primary schools; pedagogical concepts and implementation practices.

Co-operation project: Prof' in Dr Ehrenspeck-Kolasa, Prof' in Dr Anke Spies, Dr Michael Viertel

Duration: 1/2014 - 6/2017

Publication:

Viertel, M., Ehrenspeck-Kolasa, Y. & Spies, A. (2017). Digital reading promotion at primary schools between aspiration and reality. A study on the use and evaluation of the web-based reading promotion programme 'Antolin' by primary school teachers in Lower Saxony (NuBeAn). In K. Mayrberger, J. Fromme, P. Grell & T. Hug (Eds.), Yearbook of media education 13: Networked and unbounded - Designing learning environments with digital media (pp. 151-164). Wiesbaden: VS.

Project as part of the FLiF programme: "School career recommendations as triadic interaction processes for the allocation of social participation options (participation) - An interdisciplinary teaching and research project along the connecting line between the crystallisation points "Learning processes and interactions" and "Social perception, institutions and decisions" of School I. Project duration 5 years.

Duration: October 2011-Sept. 2016; Funding: Q-Pakt (Forschende Lehre im Fokus FLiF, BMBF)

10/2011 - 9/2016
Student teachers in the student research project - development opportunities and learning resistances (group discussions & Letter of Motivation & qualitative feedback (structured written survey)

5/2014 - 9/2015
In the footsteps of the British way - research-based learning in English teacher education (expert interviews)

10/2015 - 9/2016
The postulated sustainability - research-based learning in the retrospective of its addressees (semi-structured guided interviews)

Publications:

Spies, A. (2017). The peer-to-peer principle of research-based learning. In H. Mieg & J. Lehmann (Eds.), Forschendes Lernen - Wie die Lehre in Universität und Fachhochschule erneuert werden kann (pp. 129-137). Frankfurt a.M.: Campus Verlag.

Spies, A. (2017). In the field of tension between theoretical discourses and practical evaluation needs - school monitoring research with qualitative research methods in teacher education. (in preparation).

Spies, A. (2018). School development 'at a glance' - possibilities and limits of professionalising perspective broadening with the help of qualitative methods in the setting of research-based learning. In S. Gottuck, I. Grünheid, P. Mercheril, J. Wolter, J. (Eds.), 'Sehen (ver-)lernen' - Das Potenzial qualitativer Forschung für die Entwicklung pädagogischer Professionalität. Publisher: (forthcoming).

Spies, A., Michaelis, J., Gerheim, U. & Hinsch, V. (2017): Research-based learning in Lower Saxony - The Oldenburg practical semester (pp. 104-110). In R. Schüssler, V. Schwier, G. Klewin, S. Schicht, A. Schöning and U. Weyland (eds.), Forschendes Lernen im Praxissemester: Zugänge, Konzepte, Erfahrungen. Bad Heilbrunn: Klinkhardt.

Gerheim, U./Spies, A. (2018). Research-based learning in teacher education. A didactic field of tension between practical relevance and securing findings. Wiesbaden: VS (forthcoming).

Spies, A., Gerheim, U., Knapp, K. Steinbach, A. & Wolter, J. (2018).
(Primary) school development in the cooperative network of the educational landscape
Forschendes Lernen in der Lehrer*innenbildung. (in progress).

o Project as part of the VPN programme "Research-oriented teaching" "Professionalisation in a research context - a staged teaching research project on inclusion in primary schools". Project duration 3 years

o Duration: November 2011-October 2014; funding: "Research-oriented teaching" programme, (University of Oldenburg)

Qualification requirements and professionalism characteristics of specialists in early childhood/elementary education and their networking with primary schools. Requirements and challenges for current and future elementary and primary educational practice. Prospects for the academisation of early childhood education training and its networking with teacher training.

Duration: 7/2012-9/2013 (Funding: MWK)

Co-operation project: Prof. Dr Edita Jung, Emden/Leer University of Applied Sciences; Prof. Dr Friederike Bartels (née Günther), University of Vechta and coordination Jan Wolter

Multiplier competence in counselling and practice for pedagogical staff at the interface between day-care centres and primary schools" Scientific monitoring and evaluation. Transfer project on early childhood education and development in co-operation with Katholische Erwachsenenbildung im Lande Niedersachsen e.V. and Evangelische Erwachsenenbildung Niedersachsen.

o Duration: 02/2011- 12.2012

o Funding: Third-party funding: NIFBE

Head of scientific monitoring and evaluation (in co-operation with Prof. Dr Manfred Wittrock/PD Dr Heinrich Ricking, Institute of Special Needs Education and Rehabilitation)

Co-operation: Dipl. Psych. Lalitha Chamakalayil

Duration: 1.1.2008 - 31.12.2010,

Client: City of Delmenhorst: Department of Youth, Family, Senior Citizens and Social Affairs

Municipal responsibility for education, inter-institutional networking for the social safeguarding of educational careers, social work in schools, socio-spatial networks, family support and prevention of social exclusion through closely structured co-operation

The study examines girls' adolescent desire to have children as a gender- and milieu-specific behaviour at the transition from school to academic appointment and the use of baby simulators as a conceptual contribution to gender-sensitive, health-promoting school social work and co-operation between schools and youth welfare services.

Group discussions survey the girls' orientations before and after the "parenting internship" with the simulators; nationwide surveys of multiplication centres determine quantitative statements about implementation experiences and conceptual development needs.

Project duration: 1.9.2005 - 15.03.2008

Co-operation: Dipl. Psych. Lalitha Chamakalayil

Funded by the

Foundation German Youth Brand e.V.

Press release at uol.de/presse/mit/2008/348.html

Literature references:

Spies, A. (2005). Children instead of academic appointments? - Future options for disadvantaged girls at the transition from school to academic appointment. Our Youth, 57(12), 522-532.

Spies, A. (2008). Between the desire to have children and child protection - baby simulators in educational practice. Wiesbaden, VS.

Duration: 2005-2006

References:

Spies, A. (2006). "Lessons are only a small part..." - Counselling for disadvantaged girls, boys and their parents in the vocational orientation phase (pp. 237-254). In A. Spies & D. Tredop (Eds.), "Risikobiografien" - Benachteiligte Jugendliche zwischen Ausgrenzung und Förderprojekten. Wiesbaden: VS.

Spies, A. (2006). Parental work - motivational potential and support resource. berufsbildung. Zeitschrift für Praxis und Theorie in Betrieb und Schule, 60(102), 16-19.

Spies, A. (2011). Socio-educational pathway planning - impulses for the promotion of disadvantaged students and school development processes independent of school type (pp. 165-194). In R. Leiprecht, R. (Eds.), Diversity-conscious social work. Schwalbach/Ts, Wochenschau.

Term: 2004

Lauzeit: 2004

References:

Spies, A. (2005). Children instead of academic appointments? - Future options for disadvantaged girls at the transition from school to academic appointment. Our Youth, 57(12), 522-532.

Spies, A. (2006). School social work - a hinge between disciplines and practical approaches. In A. Spies & D. Tredop (Eds.), "Risk biographies" - Disadvantaged young people between exclusion and support projects (pp. 157-176). Wiesbaden: VS.

Spies, A. (2006). Sozialpädagogische Beratung in der Schule - Ein Instrument zur Sicherung der Berufseinmündung bildungsbenachteiligter Mädchen und Jungen. berufsbildung, Zeitschrift für Praxis und Theorie in Betrieb und Schule, 60(97/98), 67-68.