190015 SE Education as an Academic Discipline (2018W)
Multiple Realities of accountability school reform: Bringing together indicators and evidences
- Registration is open from Sa 01.09.2018 06:30 to Tu 18.09.2018 09:00
- Registration is open from Fr 21.09.2018 09:00 to Fr 28.09.2018 09:00
- Deregistration possible until Mo 15.10.2018 09:00
Classes (iCal) - next class is marked with N
Aims, contents and method of the course
Assessment and permitted materials
Attendance: You may miss one (double) session for any reason. Missing two or more sessions will result in a failing grade.* active participation by visible contributions to the class
* 20% one oral input in class (timeline: your schedule with milestones)
* 20% two shorter assignments (half page: What will you do in your paper?; Current challenges)
* 50% a seminar paper before or on 15 February 2019 (early hand-in encouraged!)
Minimum requirements and assessment criteria
* Assignments are only accepted within the deadline, simply for logistical reasons. Timely submission – early submission recommended! – is the basis for receiving a grade.
* A passing grade for the seminar paper is mandatory to pass this course.
* Having done the work (reading and thinking) is the prerequisite for our class. Students can speak to content and go beyond it by voicing their critical comments and objections to the argument, by making connections to other readings in or outside of class, etc.
* Submitted work represents the result of diligent thinking on the basis of the literature, the class discussions and, most importantly, students’ own critical and well-reasoned argument. The intellectual achievement is in structuring those thoughts and contents in a narrative that unfolds on the page for any informed reader to understand. It includes the use of terminology and concepts, and both support and criticism of one’s own argument.
Tyler, R. (1994). What schools are for. Indiana: Phi Delta Kappa Educational Foundation.
Rosenberger, R. (2014). How cities use design to drive homeless people away. The Atlantic.
Samaha, A. (2018). The kids who still need football. New York Times.
Stanford Encyclopedia on concepts and terminology
Salmen, C. Becks, S. (2018). Happily standardized ever after? Pedagogical alternatives to standardizing exams. Independence. Vienna: IATEFL.
Tröhler, D. (2015). The medicalization of current educational research and its effects of education policy and school reforms. Discourse: Studies in the Cultural Politics of Education, 36(5), 749-764. Tyler&Francis.