490053 SE Theorie und Praxis der Schulentwicklung (2014S)
Prüfungsimmanente Lehrveranstaltung
Labels
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mo 10.02.2014 12:00 bis Mo 24.02.2014 12:00
- Abmeldung bis Fr 21.03.2014 12:00
Details
max. 25 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
Freitag
07.03.
09:00 - 11:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Freitag
14.03.
09:00 - 11:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Freitag
21.03.
09:00 - 11:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Freitag
28.03.
09:00 - 11:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Freitag
04.04.
09:00 - 11:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Freitag
11.04.
09:00 - 11:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Freitag
02.05.
09:00 - 11:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Freitag
09.05.
09:00 - 11:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Freitag
16.05.
09:00 - 11:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Freitag
23.05.
09:00 - 11:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Freitag
30.05.
09:00 - 11:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Freitag
13.06.
09:00 - 11:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
This is a 5 ECTS credits seminar that addresses the following questions: What is school improvement? What are its history, philosophy, and political ramifications? What are the recent school reform and development strategies? What are school improvement plans, and how can they be improved? What are the roles of faculty in school improvement? What are the common factors in schools that have effected significant positive change?
Art der Leistungskontrolle und erlaubte Hilfsmittel
There will be continious assessment in this course. The weighting for the final course grade will be as follows:
-Attendance/participation 15%
-Assignments 20%
-Presentation 25%
-Final Project 40%
-Attendance/participation 15%
-Assignments 20%
-Presentation 25%
-Final Project 40%
Mindestanforderungen und Beurteilungsmaßstab
Students will be able to
-understand school reform models and strategies and their impact on teaching and learning
-understand the forces and factors with the power and/or influence to affect school improvement and reform.
-examine multiple perspectives of school reform
-identify and address factors that facilitate and block school reform, both inside and outside the classroom.
-draw upon the knowledge base in education, social science, and school improvement to construct and effectively communicate defensible positions on issues related to school reform.
-develop a comprehensive framework and strategy for studying and affecting school improvement and reform, focusing on the key stakeholders that must be addressed in any reform effort.
-understand the function and format of school development plans
-develop a school development plan
-understand school reform models and strategies and their impact on teaching and learning
-understand the forces and factors with the power and/or influence to affect school improvement and reform.
-examine multiple perspectives of school reform
-identify and address factors that facilitate and block school reform, both inside and outside the classroom.
-draw upon the knowledge base in education, social science, and school improvement to construct and effectively communicate defensible positions on issues related to school reform.
-develop a comprehensive framework and strategy for studying and affecting school improvement and reform, focusing on the key stakeholders that must be addressed in any reform effort.
-understand the function and format of school development plans
-develop a school development plan
Prüfungsstoff
--Participating in class activities: This will be an interactive course that depends more on classroom discussion and student participation in classroom activities. I would like us to create an open communicative classroom atmosphere where we can freely and actively share our thoughts and ideas. Thus, timely completion of readings, active participation during class or group activities and classroom discussions are expected. You will be responsible for completing the class activities requiring the application of course content to classroom practice. You will be given more specific details for each activity and assignment later in the course. Please note that, you are expected to be having read the relevant part of our course material for that day!
--Weekly 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.
--Presentations: You will be asked to prepare a presentation on one of the thematic subjects and your school development plan. The way you prepare and present your thematic subject is totally up to you. Feel free to be creative! You will be graded for your presentation.
--School Development Project: There will be an end term paper, around 20 pages, based on the work you conducted throughout the semester on your selected school reform topic. Every time we meet, one part of your school improvement plan will develop. We will follow the steps of school improvement process.
--Weekly 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.
--Presentations: You will be asked to prepare a presentation on one of the thematic subjects and your school development plan. The way you prepare and present your thematic subject is totally up to you. Feel free to be creative! You will be graded for your presentation.
--School Development Project: There will be an end term paper, around 20 pages, based on the work you conducted throughout the semester on your selected school reform topic. Every time we meet, one part of your school improvement plan will develop. We will follow the steps of school improvement process.
Literatur
This course will mainly base on scientific articles, books and book chapters. You are also required to conduct a literature review on your thematic subject.
Core Books
--Barth, R. S. (1990). Improving schools from within: Teachers, parents, and principals can make the difference. San Francisco: Jossey-Bass.
--Hargreaves, D., & Hopkins, D. (1992). The empowered school: The management and practice of development planning. London : Cassell
--Hargreaves, D., & Hopkins, D. (1994). Development planning for school improvement. London: Cassell
--Harris, A., & Chrispeels, J. S. (2006). Improving schools and educational systems: International perspectives. Oxon: Routledge
--Hermann, A. (2005). School development: Focusing on emotional factors and general skills. Frankfurt: Peterlang
--Hollenbach, N. (2011). Teacher research and school development: German approaches and international perspectives. Bad Heilbrunn : Klinkhardt
--Hopkins, D. (2001). School improvement for real. London: Routledge.
--Payne, C. M. (2008). So much reform, so little change: The persistence of failure in urban schools. Cambridge: Harvard Education Press.
--Altrichter, H. & Helm, C. (Hrsg.). (2011). Akteure & Instrumente der Schulentwicklung. Zürich: Pestalozzianum Verlag.
--Bohl, T. , Helsper, W., Holtappels, H.G. & Schelle, C. (Hrsg.). (2010). Handbuch Schulentwicklung: Theorie - Forschungsbefunde - Entwicklungsprozesse - Methodenrepertoire: Theorie - Forschung - Praxis. Bad Heilbrunn: Julius Klinkhardt.
--Buhren, C. G. (2012). Handbuch Schulentwicklung und Schulentwicklungsberatung. Weinheim und Basel: Beltz.
--Rihm, T. (Hrsg.). (2008). Teilhaben an Schule. Zu den Chancen wirksamer Einflussnahme auf Schulentwicklung. Wiesbaden: VS Verlag für Sozialwissenschaften.
--Rolff, H.G. (2013). Studien zu einer Theorie der Schulentwicklung. Weinheim und Basel: Beltz.
--Rolff, H.G. (2013). Schulentwicklung kompakt: Modelle, Instrumente, Perspektiven. Weinheim und Basel: Beltz.
Core Books
--Barth, R. S. (1990). Improving schools from within: Teachers, parents, and principals can make the difference. San Francisco: Jossey-Bass.
--Hargreaves, D., & Hopkins, D. (1992). The empowered school: The management and practice of development planning. London : Cassell
--Hargreaves, D., & Hopkins, D. (1994). Development planning for school improvement. London: Cassell
--Harris, A., & Chrispeels, J. S. (2006). Improving schools and educational systems: International perspectives. Oxon: Routledge
--Hermann, A. (2005). School development: Focusing on emotional factors and general skills. Frankfurt: Peterlang
--Hollenbach, N. (2011). Teacher research and school development: German approaches and international perspectives. Bad Heilbrunn : Klinkhardt
--Hopkins, D. (2001). School improvement for real. London: Routledge.
--Payne, C. M. (2008). So much reform, so little change: The persistence of failure in urban schools. Cambridge: Harvard Education Press.
--Altrichter, H. & Helm, C. (Hrsg.). (2011). Akteure & Instrumente der Schulentwicklung. Zürich: Pestalozzianum Verlag.
--Bohl, T. , Helsper, W., Holtappels, H.G. & Schelle, C. (Hrsg.). (2010). Handbuch Schulentwicklung: Theorie - Forschungsbefunde - Entwicklungsprozesse - Methodenrepertoire: Theorie - Forschung - Praxis. Bad Heilbrunn: Julius Klinkhardt.
--Buhren, C. G. (2012). Handbuch Schulentwicklung und Schulentwicklungsberatung. Weinheim und Basel: Beltz.
--Rihm, T. (Hrsg.). (2008). Teilhaben an Schule. Zu den Chancen wirksamer Einflussnahme auf Schulentwicklung. Wiesbaden: VS Verlag für Sozialwissenschaften.
--Rolff, H.G. (2013). Studien zu einer Theorie der Schulentwicklung. Weinheim und Basel: Beltz.
--Rolff, H.G. (2013). Schulentwicklung kompakt: Modelle, Instrumente, Perspektiven. Weinheim und Basel: Beltz.
Zuordnung im Vorlesungsverzeichnis
Letzte Änderung: Mi 21.04.2021 13:39