Schulentwicklung als Prozeß. Lehren aus der Innovationsforschung für die Planung pädagogischer Praxis

Der Beitrag berichtet über den Stand einer Wissenschaft und zieht einige "Lehren" aus der Innovationsforschung für die musikpädagogische Diskussion. Im Mittelpunkt stehen sieben Bezugspunkte der Schulinnovation, nach denen der Autor Forschungsergebnisse gliedert: Überschaubarkeit, Situationsbezogenheit, Bedeutsamkeit, Angemessenheit, Lernfähigkeit, Durchführbarkeit und Dauerhaftigkeit (DIPF/Orig.

Profiles of productive schools:comparative research about lasting curriculum renewal in primary schools

This contribution draws upon a comparative research study about sustained improvement in primary schools. Emphasis is given to the level of 9 to 10 year old children. The findings will be published in a book (Hameyer, van den Akker, Anderson. & Ekholm) in spring 1995. The authors will give insight into some case study documents about the inquiry curriculum as implemented in 15 schools in Germany, the Netherlands, Sweden, and the US. This crosscountry comparison is called IMPACT - Implementing Activity-Based Learning in Elementary Science Teaching. The main purpose of IMPACT is to explore lasting changes in schools which are considered productive as to specific selection criteria which will be explained in more detail. The focus is laid on processes by which activity-based curriculum components and principles are anchored both in classroom teaching and in life of the particular school

Hameyer, Uwe, Curriculum Theory, pp. 1348-1355 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*

Reviews several kinds of curriculum theory in an international context -- conceptual models, theories of legitimization, process theories, structural theories, implementation theories, and related issues

Hameyer, Uwe, Transforming Domain Knowledge: A Systemic View at the School Curriculum, The Curriculum Journal, 18(December, 2007), 411-427.

Sets a conceptual framework (for relating curriculum knowledge, instructional knowledge, and school knowledge) within which the author discusses seven possible ways of transforming discipline-based domain knowledge into school subjects; also sets an agenda of needed research on this process of knowledge transformation; recommends professional action to facilitate work related to this process of doing actual knowledge transformation

Hameyer, Uwe, Curriculum Theory, pp. 1265-1272 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984.

Notes in international contexts various conceptual models of curriculum, theories of curriculum legitimation, process theories of curriculum, structural curriculum theories, and theories of curriculum implementation