PUB - Publikationen an der Universität Bielefeld

Based on the analysis of interviews on the constellation of actors in the field of school supervision and school inspection, which being a parallel structure that increases complexity initially impedes the mediation of evidence, the author critically examines the promise of progress and innovation in educational policy made by "evidence-based school development". The analyses of argumentative patterns, however, reveal structures of evidence perception among the actors that point to the alternative way of a discursive process of negotiation of evidence as an option of "evidence-oriented school development".