Daniel Töpper

Profil

Zusammenfassung

Daniel Töpper erforscht die Geschichte von Schule und Bildung mit Fokus auf die administrativen, technischen und organisatorischen Strukturen, die Unterricht und Schülerbeziehungen prägen. Er verbindet historische Bildungsforschung mit Science and Technology Studies, um zu verstehen, wie Verwaltungsinstrumente, Schularchitektur und Lehrpläne Bildungswirklichkeiten gestalten. Seine Expertise ist für Organisationen relevant, die verstehen möchten, wie Systeme, Prozesse und Materialien Bildungsergebnisse beeinflussen.

Skills

Name

Daniel Töpper

Fakultät

Kultur-, Sozial- und Bildungswissenschaftliche Fakultät

Institut

Institut für Erziehungswissenschaften

Arbeitsgruppe

Historische Bildungsforschung (S)

E-Mail

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Telefon

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HU-FIS-Profil

Quelle ↗

Zuletzt gescrapt

28.6.2026, 01:13:45

• SFB 1750/1: Arbeiten am (un)gerechten Lehrplan. Eine historisch-vergleichende Lehrplananalyse für die Deutsche Demokratische Republik (DDR) und die Bundesrepublik Deutschland (BRD) (1945–1990) (TP A01)

  Quelle ↗

  Förderer: DFG Sonderforschungsbereich Zeitraum: 04/2026 - 12/2029 Projektleitung: Prof. Dr. Marcelo Caruso, Daniel Töpper

• Vom Labor zum Klassenzimmer: Zusammenführung konzeptioneller und methodischer Ansätze zwischen Science- and Technology Studies und Historischer Bildungsforschung

  Quelle ↗

  Förderer: DFG sonstige Programme Zeitraum: 03/2026 - 09/2026 Projektleitung: Daniel Töpper, Dr. phil. Fanny-Lynne Isensee

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• Schooling and the Administrative State: Explaining the Lack of School Acts in Nineteenth-Century Prussia

  2019

  12 Zitationen · DOI

• From «School Buildings» to «School Architecture» – School Technicians, Grand School Buildings and Educational Architecture in Prussia and the USA in the Nineteenth Century

  2020

  Historia y Memoria de la Educación · 8 Zitationen · DOI

  The history of school buildings is commonly written as a history of architecture, focusing on outstanding architects and buildings. However, the connection between pedagogical-administrative prescriptions and educational architecture has been studied less, particularly in the nineteenth century. This article highlights the often-overlooked agency of school technicians and proposes to interpret the nineteenth-century history of building schools as a history of implementing pedagogical-administrative objectives. The design of schools followed the inner differentiation of school curricula, at the same time being affected by the growth of school sizes prompted by school management structures and their efficiency aims. We will show how in larger cities the initial one-classroom schools developed into multiple-classroom buildings, taking on their final form in “grand school buildings”. The organizational developments tried and tested here would later become the national standard, with rural schools following with a certain delay. In order to grasp the emergence of the phenomena of these “grand school buildings” we combine the Prussian and US-American cases in their transatlantic connection in order to comprehend the transnational dimension of school building norms. Being closely connected through mutual observation, the US and Prussian contexts established two decisive aspects: in the Prussian case, the division into separate classrooms as functional units of school construction was implemented, while in the United States additional school rooms such as the assembly hall and specific subject-related rooms were introduced. “Grand school buildings” initiated the interest of the architectural profession, leading to negotiations between school technicians and architects.

• Knowledge in the Making: Methodological Considerations on the Production, Dissemination, and Usage of “Small Forms in Education”

  2022

  Nordic Journal of Educational History · 4 Zitationen · DOI

  Collecting and producing mass data has offered an appealing way to condense educational phenomena. However, thus far, little attention has been given to the seemingly insignificant preprinted forms that represent the basis for compiling and aggregating data. Taking inspiration from science and technology studies and the ensuing development of so-called paper technologies, this article highlights the potential of small forms in education that were used to record, evaluate, and aggregate data for educational statistics. By suggesting a multi-level methodological approach that we frame as 3D hermeneutics, we seek to contribute a methodological proposal on how to analyse these materials and showcase what lies beneath – or what comes before – the knowledge produced by educational statistics. These analyses draw on pre-printed forms collected by the Prussian educational administration at the turn of the nineteenth century, and re-trace the contexts they were embedded in, examine their materiality, and reconstruct their usage.

• Johann Wolfgang Goethe-Universität Frankfurt am Main

  SFB 1750/1: Arbeiten am (un)gerechten Lehrplan. Eine historisch-vergleichende Lehrplananalyse für die Deutsche Demokratische Republik (DDR) und die Bundesrepublik Deutschland (BRD) (1945–1990) (TP A01)

  university