190103 SE M5.1 Schul-und Bildungsforschung (2018W)
Current issues in schooling with an international perspective
Prüfungsimmanente Lehrveranstaltung
Labels
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Sa 01.09.2018 06:30 bis Di 18.09.2018 09:00
- Anmeldung von Fr 21.09.2018 09:00 bis Fr 28.09.2018 09:00
- Abmeldung bis Mo 15.10.2018 09:00
Details
max. 25 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
- Montag 01.10. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
- Montag 15.10. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
- Montag 29.10. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
- Montag 12.11. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
- Montag 19.11. 16:45 - 20:00 Seminarraum 6 Sensengasse 3a 2.OG
- Montag 03.12. 09:45 - 13:00 Seminarraum 7 Sensengasse 3a 2.OG
- Montag 10.12. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
- Montag 07.01. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
- Montag 21.01. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
The weighting for the final course grade will be as follows:
- Attendance/participation 10%
- Assignments 20%
- Presentation 30%
- Seminar Paper 40%
- Attendance/participation 10%
- Assignments 20%
- Presentation 30%
- Seminar Paper 40%
Mindestanforderungen und Beurteilungsmaßstab
Assignments: Students are expected to submit assignments based on class-work. These assignments may take place inside and outside the classroom. It is recognized, however, that personal responsibilities may sometimes require students to miss a class. In such case, it is your responsibility to contact your classmates and make sure that you bring in the required assignment for the following week.
- Critical Essay: Each student will be expected to prepare one critical essay, based on the primary sections of the class which should be 3 pages long, 1.5 spaced. The review essay should identify a point of view or perspective that students take away from the readings
in that section. The essay should develop this theme with appropriate cited references to the text and other resources that support your point of view; it should not become a summary of the readings.
- Article Review: You are expected to write a 500-700 word critical review of a current events article relevant to one of the topics we have covered in class, and present this article in class.
- Leading class discussions: Each class member will be assigned to a theme based on the course calendar. You will be responsible for initiating and leading class discussion for that day. The preparation of a single sheet of discussion questions or some other visual aid to engage the class (Power Point, poster, etc.) is encouraged. Presentations should help engage the class in a lively discussion of the readings.
- Seminar Paper: You are expected to write a 15 pages long paper examining a related research topic. Your paper will be evaluated on cohesiveness, clarity, rational lines of argument, evenhandedness (both sides of the issue) and appropriate use of the English language. You will be given a rubric regarding the expectations and scoring.
- Critical Essay: Each student will be expected to prepare one critical essay, based on the primary sections of the class which should be 3 pages long, 1.5 spaced. The review essay should identify a point of view or perspective that students take away from the readings
in that section. The essay should develop this theme with appropriate cited references to the text and other resources that support your point of view; it should not become a summary of the readings.
- Article Review: You are expected to write a 500-700 word critical review of a current events article relevant to one of the topics we have covered in class, and present this article in class.
- Leading class discussions: Each class member will be assigned to a theme based on the course calendar. You will be responsible for initiating and leading class discussion for that day. The preparation of a single sheet of discussion questions or some other visual aid to engage the class (Power Point, poster, etc.) is encouraged. Presentations should help engage the class in a lively discussion of the readings.
- Seminar Paper: You are expected to write a 15 pages long paper examining a related research topic. Your paper will be evaluated on cohesiveness, clarity, rational lines of argument, evenhandedness (both sides of the issue) and appropriate use of the English language. You will be given a rubric regarding the expectations and scoring.
Prüfungsstoff
This course will mainly base on scientific articles, books and book chapters. Readings will be uploaded on Moodle.
Literatur
Ball, S. (Ed.) (2004). The Routledge Falmer Reader in Sociology of Education. London: RoutledgeFalmer.
Ballantine, H. & Hammack, F. M. (Eds.) (2009). The Sociology of Education: A Systematic Analysis. Upper Saddle River, NJ: Pearson.
Brint, S. G. (2006). Schools and Societies. California: Stanford University Press.
Bryk, A. S., & Schneider, B. (2002). Trust in Schools: A Core Resource for Improvement. New York: Russell Sage Foundation.
Bourdieu, Pierre. "Cultural Reproduction and Social Reproduction." In The Structure of Schooling: Readings in the Sociology of Education, edited by Richard Arum and Irene R. Beattie, 55-68. Mountain View, CA: Mayfield Publishing, 2000.
Hallinan, M. T. (Ed.) (2000). Handbook of the Sociology of Education. NY: Springer.Hopmann, S.T., Brinek, G. & Retzl, M. (Eds.). (2007). PISA zufolge PISA. Hält PISA, was es verspricht? Wien: Lit.
Lipman, P. (2004) High stakes education: inequality, globalization, and urban school reform. New York: RoutledgeFalmer.
Oakes, J., Rogers, J., & Lipton, M. (2006). Learning Power: Organizing for Education and Justice. New York: Teachers College Press
Sadovnik, A. R. (Ed.) (2007). Sociology of Education: A critical reader. New York: Routledge.
Sykes, G., Schneider, B., & Plank, D. (2009). Handbook of Education Policy Research. New York: Routledge
Ballantine, H. & Hammack, F. M. (Eds.) (2009). The Sociology of Education: A Systematic Analysis. Upper Saddle River, NJ: Pearson.
Brint, S. G. (2006). Schools and Societies. California: Stanford University Press.
Bryk, A. S., & Schneider, B. (2002). Trust in Schools: A Core Resource for Improvement. New York: Russell Sage Foundation.
Bourdieu, Pierre. "Cultural Reproduction and Social Reproduction." In The Structure of Schooling: Readings in the Sociology of Education, edited by Richard Arum and Irene R. Beattie, 55-68. Mountain View, CA: Mayfield Publishing, 2000.
Hallinan, M. T. (Ed.) (2000). Handbook of the Sociology of Education. NY: Springer.Hopmann, S.T., Brinek, G. & Retzl, M. (Eds.). (2007). PISA zufolge PISA. Hält PISA, was es verspricht? Wien: Lit.
Lipman, P. (2004) High stakes education: inequality, globalization, and urban school reform. New York: RoutledgeFalmer.
Oakes, J., Rogers, J., & Lipton, M. (2006). Learning Power: Organizing for Education and Justice. New York: Teachers College Press
Sadovnik, A. R. (Ed.) (2007). Sociology of Education: A critical reader. New York: Routledge.
Sykes, G., Schneider, B., & Plank, D. (2009). Handbook of Education Policy Research. New York: Routledge
Zuordnung im Vorlesungsverzeichnis
M5.1
Letzte Änderung: Mo 07.09.2020 15:37
1) What are the prevailing trends and issues in education nationally and internationally?
2) What are the various social and political issues that have an influence on educational processes and outcomes?
3) What does the research tell us about these issues?
4) What are the cross-national differences in education and educational systems regarding these issues?By the end of this course students will be able to:
- understand the forces and factors with the power and/or influence to affect schools and schooling and education in general
- apply critical thinking skills to their comprehension of education in relation to significant areas of research.
- gain a cross-national perspective
- read, evaluate and reflect on scholarly research on education
- engage in related literature in order to answer their own questions as well as this course’s essential questions
- write a scholarly paper examining one of the questions of the courseMain themes of the course will be as follows
--Politics of schooling
-- Internationalization/ Europeanization
--Role of international organizations on education
--Market economy, privatization, globalization, and education
--School Choice
--Quality issues/Accountability
--School reform
--Multicultural education
--Testing and standardization (PISA/TiMMS)