Oswald J. KLINGLER

Summary - Educational research in Austria is characterized by a glaring lack of high-quality randomized controlled trials; there is no reliable evidence whatsoever for the effects of the educational measures implemented here.    - This lack of quality also extends to research on language support measures; for these, too, there are no randomized controlled trials that could demonstrate any effects.   - The evaluation of language support classes and language support groups has failed because neither their implementation has been sufficiently successful, nor have randomized controlled trials been conducted to compare the interventions with each other or with a control group.    - Consequently, it cannot be claimed that there is no difference between the effects of the support measures and that segregation is therefore unnecessary.   - The purported evidence in favor of inclusive language support consists primarily of an unsystematic compilation of opinions, ...

  Hintergrund      Für die für Schüler mit mangelnden Deutschkenntnissen in Österreich vorgesehenen Deutschförderklassen und Deutschförderkurse gelten aktuell gemäß §8h des Schulorganisationsgesetzes die folgenden Vorgaben:      "(1)  Schülerinnen und Schülern von allgemein bildenden Pflichtschulen sowie von mittleren und höheren Schulen, die gemäß § 4 Abs. 2 lit. a oder Abs. 5 des Schulunterrichtsgesetzes  wegen mangelnder Kenntnis der Unterrichtssprache als außerordentliche Schülerinnen oder Schüler aufgenommen wurden, sind nach Maßgabe der Testergebnisse gemäß den §§ 4 Abs. 2a und 18 Abs. 14 des Schulunterrichtsgesetzes in Deutschförderklasseun und Deutschförderkursen jene Sprachkenntnisse zu vermitteln, die sie befähigen, dem Unterricht der betreffenden Schulstufe zu folgen.      (2)  Deutschförderklassen sind vom Schulleiter oder von der Schulleiterin jedenfalls ab einer S...

  Summary 1. Given the profound impact on individual lives and societal development, educational policy decisions and related recommendations from educational science carry a high degree of responsibility.   2. Due to the complex, future-oriented objectives in education, policymakers should involve not only individual educational scientists but also, more broadly, related social sciences, stakeholders, parents, and teachers—and above all, in a transparent and binding manner.   3. Such broad societal participation should address general educational objectives. However, when it comes to decisions regarding specific measures or methods for achieving these objectives, particular weight should be given to the assessments of those groups most directly involved and affected: educational scientists, parents, and teachers.     4. Educational science bears a significant responsibility for ensuring a reliable data foundation for any decisions that may be made. Participati...