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This text is the question of what a good school, whether and how we can measure the "goodness" of a school and what parents can do to ensure that the education of their children "better." This text deals with the question of what a good school, and how, if we ensure the "goodness" of a school and what parents can do to ensure that the school their children "better."

The approaches of the author, Otto Seydel, not the goals or in recipes for the school, but six criteria that may be useful for evaluating the quality of the school. The approaches of the author, Otto Seydel, not the goals or in recipes for the school, but on six criteria that may be useful for evaluating the quality of the school. These six criteria set high standards for a school, and the author is aware that a school is a utopia. "These six criteria set high standards for a school, and the author is aware that a school of Utopia" is. (see Seydel, 2005, p. 285 ff) "The ideal school, except that only a vision. (see Seydel, 2005, p. 285 ff)" The ideal school, but received only a vision. Any school that has really always trade-offs "(Seydel 2005 S.285f) The actual existing schools should get more commitments" (Seydel 2005 S.285f)

The agreements with the first tests of individual students and their individuality. The agreements with the first tests of individual students and their individuality. Each student should be taken seriously because it is a right to be perceived as a unique individual needs. Each student should be taken seriously because it is a right to be perceived as a unique individual needs. (see Seydel 2005, S.286) (see Seydel 2005, S.286)

The second criterion is that the core must be ensured for all students. The second criterion is that the core must be ensured for all students. A student who can not read, write and count, is the struggle for education and job losses. A student who can not read, write and count, is the fight for free education and employment. (see S.286f Seydel 2005) (see Seydel 2005 S.286f)

The third criterion is that the teaching is to educate and learn, understand. The third criterion is that the teaching is to educate and learn, understand. The school must teach not only knowledge but also learn to understand. The school must teach not only knowledge but also learn to understand. Schools have the task to familiarize students with the basic concepts of culture. Schools have the task to familiarize students with the basic concepts of culture. to make (see Seydel, 2005, p. 287) "Education is the meaning and value of the questions. (see Seydel, 2005, p. 287)" Education is the meaning and value of asking questions. Education put to the test of democracy is possible. (Seydel, 2005, p. 287) the means of education to pass the democracy test. (Seydel, 2005, p. 287)

The fourth criterion is the joy of student performance. The fourth criterion is the joy of student performance. Students should be encouraged to participate in a competition and celebrating their best results ever again. The students must motivate themselves to participate in a competition and celebrating their best results ever again. (see Seydel, 2005, p. 287) (see Seydel, 2005, p. 287)

Number five criteria calls for a school on probation in the community. Number five criteria calls for a school on probation in the community. "A good school is more than a place of learning." (Seydel, 2005, p. 287) In school, the children and young people the experience that they are interested and where they are needed. "A good school is more than a place of learning." (Seydel, 2005, p. 287) In school, the children and young people the experience that they are interested and where they are needed. The values that will give the school must, they are rarely suitable for the theme. The values that will give the school must, they are rarely suitable for the theme. In everyday needs, school autonomy, solidarity and willingness to be lived by all parties. In everyday needs, school autonomy, solidarity and willingness to be lived by all parties. (see S.287f Seydel 2005) (see Seydel 2005 S.287f)

The sixth criterion is that a good school is a learning institution. The sixth criterion is that a good school is a learning institution. "The school should also be an example of learning to deal with the same seriousness that will give children and young people." (Seydel, 2005, S.288) The school has the autonomy required to changing conditions and justice, that is power, his work never done. "The school should also be an example of learning to deal with the same seriousness that will give children and young people." (Seydel, 2005, S.288) The school has the autonomy required to changing conditions and justice, that is power, his work never done. (see Seydel 2005, S.288) (see Seydel 2005, S.288)
This raises the question of whether and how to measure the quality of a school. This raises the question of whether and how to measure the quality of a school.

Not measure the number of schools ", but their quality, because education is much more than in PISA and school statistics are measured. Do not measure the number of schools", but their quality, because education is much more than in PISA and school statistics are measured. Andreas Schleicher, coordinator of the PISA study, said: "The data are our friends, but also the best friends you never the whole truth." But there are four methods of evaluation, in which data can be obtained for the school. Andreas Schleicher, coordinator of the PISA study, said: "The data are our friends, but also the best friends you never the whole truth." But there are four methods of evaluation, in which data can be obtained for the school. The school data is not difficult to evaluate the pedagogical, but "what comes at the end. Testbasierende school comparisons make the comparison of measurable school performance car makes, as they evaluate their own concerns of school self-chosen criteria. The school data is not difficult the educational assessment, but "what comes at the end. Comparisons School Testbasierende take the comparison of academic performance before measurable, while the self-assessment relates to the assessment of their own school, self-selected criteria. External evaluation is the assessment of the "out" on, as most of their errors are detected less rapidly. External evaluation is the assessment of the "out" on, as most of their errors are detected less rapidly. (see Seydel 2005, S.288-292) (see Seydel 2005, S.288-292)

There is now the question arises, what can parents do to ensure that their child is the school "better". Parents must contact the school or help them. There is now the question arises, what can parents do to ensure that their child is the school better. "Parents should be involved in school lubricate or assistance. It Be Now the mothers who participated at the bread in the big leap, or the parents at the weekend with the renovation of the school. Now we want to smear the mother's daily bread in the large stressed anchor, or the parents at the weekend with the renovation of the school involved. (see Seydel, 2005, p. 292) "successful schools in the fact that the classroom door open for visits by parents - and support - almost - is always open . (Seydel, 2005, p. 293) Another item is the "recognition" of the teacher. (see Seydel, 2005, p. 292) "successful schools were in the fact that the door to teaching parental visits and the Support almost - - is always open emphasized. "(Seydel, 2005, p. 293) Another item is the" recognition "of the teacher. This on starts is spoken at home by the tone in which the teacher begins. This The process of spoken at home in what tone of the teacher. It is important that parents actively involved in conflict situations face to teachers and to solve the problem. It is important that parents actively involved in conflict situations face to teachers and to solve the problem. It should actively support any flood of accusations, but a range of teachers in the subsequent implementation of a new solution. It should not support any flood of accusations, but an offer for teachers in implementing a new solution to an active contribution. It is Important to know that teachers want to be praised. It is important to know that teachers want to be praised. (see Seydel, 2005, p. 292f) "The more a teacher in their work, feeling valued, plus an greater appreciation and respect, you can trust him to go to the Prophet and adolescents. "(Seydel, 2005, p. 293) (see Seydel, 2005, p. 292f)" The more a teacher in their work honored, valued and have respect anymore, you can trust him to the Prophet and adolescents. "(Seydel, 2005, p. 293)

A second, a second abstract summary

According to Seydel (2005, p. 285) restricts the criteria of a good school, not just hard facts and measurable, but also soft, subjective points that can be made concrete through various valuation techniques. According to Seydel (2005, p. 285) restricts the criteria of a good school, not just hard facts and measurable, but also soft, subjective points that can be made concrete through various valuation techniques.

Seydel specifically the question of what constitutes a good school and holds six criteria can be evaluated with the help of a quality school: Seydel specifically the question of what constitutes a good school, and six criteria by which the quality of a school can be judged:

* "The individual attention and the demand is a key aspect [...]" (Seydel, 2005, p. 286). "The individual attention and the demand is a key aspect [...]" (Seydel, 2005, p. 286). According to Seydel the basis for the actions of the school should first of the needs of students. According to Seydel the basis for the actions of the school should first of the needs of students. The government and the regulatory requirements, such as curriculum, and the law to try the school nachgereiht the individuality of the students the best possible support. The government and the regulatory requirements, such as curriculum, and the law to try the school nachgereiht the individuality of the students the best possible support.
* The main purpose of the school must teach needed skills for the later life of every student and every student. The main goal of the school must teach the skills needed for the later life of every student and every student. In this context it is particularly necessary to support individual students (p. 286f) in. In this context it is particularly necessary to support individual students (p. 286f) in.
* "The school should teach not only knowledge, but should be [... Teaching] understanding" (Seydel, 2005, p. 287). "Schools must teach not only knowledge, but should be [... Teaching] understanding" (Seydel, 2005, p. 287). According to Seydel the task of the school is far beyond the knowledge broker. According to Seydel the task of the school is far beyond the knowledge broker. Has a key role with regard to education, raised mainly questions about the meaning and value "(Seydel, 2005, p. 287), and developing and promoting together the personal conditions for a functioning society. A key element in ensuring the Education must, in particular, raised questions about the meaning and value "(Seydel, 2005, p. 287), and together the development and promotion of the personal conditions for a functioning society.
* The goal is to motivate students to improve themselves and overcome their own performance and again and again. The goal is to encourage pupils to improve, to overcome themselves and their own performance and to motivate again. Are being managed in a working-class culture, which mainly focuses on the substantive results of the work of children and [...] only in second place in the competitive evaluation (Seydel, 2005, p. 287). Being "in a working-class managed culture, which is mainly focused on the substantive results of the work of children and [...] only in second place in the competitive evaluation (Seydel, 2005, p. 287).
* "[...] A good school is a place for children and young people live where they enjoy the community and try to democracy "(Seydel, 2005, p. 287). "[...] A good school is a place for children and young people live where they enjoy the community and try to democracy "(Seydel, 2005, p. 287). Learning social skills and the right to work around the other must be an integral part of individual schools. Learning social skills and the right to work around the other must be an integral part of individual schools.
* The driving force for school improvement must come from the school. The driving force for school improvement must come from the school. In addition, the schools must also be willing to take responsibility and adapt to constantly changing conditions and bases (p. 288). In addition, the schools must also be willing to take responsibility and adapt to constantly changing conditions and bases (p. 288).

With regard to the objective assessment of the quality of the schools that Seydel said the above criteria can be difficult to measure quantitatively. With regard to the objective assessment of the quality of the schools that Seydel said the above criteria can be difficult to measure quantitatively. This would be a prerequisite for the quality of individual schools compared with others and be able to create a quality ranking. This would be a prerequisite for the quality of individual schools compared with others and be able to create a quality ranking. He also notes that the successful formation of the "single school aid - not only produces" (Seydel, 2005, p. 289). He also notes that a successful training, "only to the school - not by itself" (Seydel, 2005, p. 289).

To make the quality of schools, but can be in any form and especially the quality of individual schools to improve, with the help of comparative data, Seydel propose four different methods for obtaining these data: To make the quality of schools but can be in any form and especially the quality of individual schools to improve, with the help of comparative data, Seydel propose four different methods to obtain such data:

* Harte School Data School data Harte
In this context, the final statement of results at school and not the process of learning and action is valued in the school. In this context, the final statement of results at school and not the process of learning and action is valued in the school. The numerical detection of the number of "school objector", the "stick, etc., can send first information to each school to be compared with other schools (p. 290). The numbers record the number of" rejected the school " that stick to ', etc., the first information can give to all schools in comparison with other schools (p. 290).
* Proof of the school about the comparisons on comparisons of school test based on
This process "refers to a comparison of measurable school performance and competition" (Seydel, 2005, p. 290). This process "refers to a comparison of measurable school performance and competition" (Seydel, 2005, p. 290). Several comparative studies or known PISA schools the opportunity to compare with other schools. Several comparative studies or known PISA schools the opportunity to compare with other schools. At the same time, however, Seydel also notes that these methods, the risk that the performance test as the sole criterion for the quality of schools (p. schulleistungsorientieren tested 290F). At the same time, however, Seydel also notes that these methods, the risk that the performance test as the sole criterion for the quality of schools (p. schulleistungsorientieren tested 290F).
* Auto-Auto
The assessment of individuals and institutions that are somehow in contact with the school opened its doors to the schools, their strengths and weaknesses and make improvements (p. 291). The assessment of individuals and institutions that are somehow in contact with the school opened its doors to schools for their strengths and weaknesses, and improvements (p. 291).
* External Evaluation External Evaluation
As discovered in this process, the self-assessment, not all deficiencies are, it is also necessary to Seydel, schulunabhängige educational institutions, an evaluation of the schools (p. 291). As discovered in this process, the self-assessment, not all deficiencies are, it is necessary to Seydel, schulunabhängige institutions to carry out the evaluation of schools (p. 291).

For further improvement of schools for Seydel, it is also necessary for the parents of the students actively involved in school (p. 292) and that the growing recognition of the profession in society (p. 293). For further improvement of schools for Seydel, which is for the parents of the students actively involved in school (p. 292) is necessary and that recognition takes the teaching profession in society (p. 293).

A third summary of the third summary

According to Seydel (2005, p. 285) is not always easy to measure the quality of schools. According to Seydel (2005, p. 285) is not always easy to measure the quality of the school. The observer is known as a rule, a couple of corners and can lead to a false picture. The observer is known as a rule, a couple of corners and can lead to a false picture. Daily comparisons are often subjective and can not be used as measurable indicators of the quality of a school. Daily comparisons are often subjective and can not be used as measurable indicators of the quality of a school. In his article, Seydel presents six criteria that may be useful for evaluating a school. In his article, Seydel presents six criteria that may be useful for evaluating a school.

Criterion 1

As a "good schools" are educational institutions that are fair and promote the individuality of each student. As a "good schools" are educational institutions that are fair and promote the individuality of each student. Idea is not on the curriculum or education serves as a guide to consider, but to adapt teaching to students. Idea is not on the curriculum or education serves as a guide to consider, but to adapt teaching to students.

Criterion 2 Criterion 2

Another important element is to guarantee to ensure basic skills for all students and (...) "show that at the end of each school - actually everyone - students enough writing and arithmetic." Another important element is to provide fundamental knowledge for all students and to ensure (...) can "show that at the end of each school - actually everyone - students enough writing and arithmetic." (Seydel, 2005, p. 286) (Seydel, 2005, p. 286)

Criterion 3 Criterion 3

Good teaching means Seydel, education, care of curiosity, understanding and protection of education acquired. Good teaching means Seydel, education, care of curiosity, understanding and protection of education acquired. Not only teaching, but at all levels of education need to understand. Not only teach, but at all levels of education need to understand.

Criterion 4

A good school is to promote the perception of his abilities. A good school is to promote the perception of his abilities. There are the personal learning outcomes and learning situations are highlighted by the students. There are the personal learning outcomes and learning situations are highlighted by the students. Students should be encouraged to express their personal best and constantly redefine themselves. Students should be encouraged to express their personal best and constantly redefine themselves. After Seyde (2005, p. 287), should be considered important results of the work, but does not work, and dozens of other classmates. According Sayda (2005, p. 287), should be considered important results of the work, but does not work, and dozens of other classmates.

Criterion 5 Criterion 5

The criterion, according to the penultimate Seyde social skills of pupils and students. The criterion, according to the penultimate Seyde social skills of pupils and students. A good school is a place of life for children, where they can experience the community and try to democracy. A good school is a place of life for children, where they can experience the community and try to democracy. These children are aware that they are an important part of society a better future. These children are aware that they are an important part of society a better future. It should also be clear that everyone can contribute, and that certain rules and regulations must be observed. It should also be clear that everyone can contribute, and that certain rules and regulations must be observed. Sayda says that "responsibility, solidarity learn, support, care and compassion into daily life in school and to be learned" (Sayda, 2005, p. 288), which are extremely important for society. Sayda says that "responsibility, solidarity learn, support, care and compassion into daily life in school and to be learned" (Sayda, 2005, p. 288), which are extremely important for society.

Criterion 6 Criterion 6

A good school is characterized by the fact that they can react to changes, and welcomes the reforms. A good school is characterized by the fact that they can react to changes, and welcomes the reforms. Good schools should be able to respond to changing conditions and requirements are based. Good schools should be able to respond to changing conditions and requirements are based.

Sayda says in his article that the quality of the school is not easy to understand. Sayda says in his article that the quality of the school is not easy to understand. Statistics from the school or the PISA studies, have little meaning for him. Statistics from the school or the PISA studies, have little meaning for him. Given the number and complexity of a classification of schools is always a high degree of uncertainty. Given the number and complexity of a classification of schools is always a high degree of uncertainty. The purpose of these comparisons should be to develop internally the quality of individual schools. The purpose of these comparisons should be to develop internally the quality of individual schools. According Sayda (2005, p. 291), the Self is one of the main components of the evaluation of schools. According Sayda (2005, p. 291), the Self is one of the main components of the evaluation of schools. Do one of the vulnerabilities discovered and dismantled. Do one of the vulnerabilities discovered and dismantled. (Self-Assessment Questionnaire online at: http://www.blickueberdenzaun.de). (Self-Assessment Questionnaire online at: http://www.blickueberdenzaun.de). Even the exterior design is very important for a school. Even the exterior design is very important for a school. Parents can participate and contribute to improving the learning conditions in schools. Parents can participate and contribute to improving the learning conditions in schools.

Seyde to show his vision for an educational mission that is very difficult to implement. Seyde to show his vision for an educational mission that is very difficult to implement. However, it is stated that "it can be so demanding mission statement is not a good pedagogy, and (...) that is consistently driven by a crazed plan to get in a whole new space (...)" (2005, S 285). However, it is stated that "it may be, is not as challenging mission, a good plan, pedagogy, and (...) driven by persistent which is like a madman, can (...) in a whole new city to achieve" ( 2005, p. 285).