Overview

Based on four episodic interviews, Jan-Hendrik Hinzke uses deductive-inductive categorisation to identify the experiences of external school development consultants in their work with steering groups at Berlin community schools. Firstly, it becomes apparent how the consultants perceive and assess the work of the steering groups and, secondly, what they see as the beginning, functions, goals, effects and challenges of their work. By additionally reviewing the current state of research on these topics, the thesis offers insights for readers who are interested in school steering group work and, in particular, for those who would like to learn more about the hitherto little-researched field of external school development consulting.

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