190015 SE Education as an Academic Discipline (2018W)
Multiple Realities of accountability school reform: Bringing together indicators and evidences
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- 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
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Thursday
04.10.
15:00 - 18:15
Seminarraum 5 Sensengasse 3a 1.OG
Thursday
18.10.
15:00 - 18:15
Seminarraum 5 Sensengasse 3a 1.OG
Thursday
15.11.
15:00 - 18:15
Seminarraum 5 Sensengasse 3a 1.OG
Thursday
29.11.
15:00 - 18:15
Seminarraum 5 Sensengasse 3a 1.OG
Thursday
13.12.
15:00 - 18:15
Seminarraum 5 Sensengasse 3a 1.OG
Thursday
10.01.
15:00 - 18:15
Seminarraum 5 Sensengasse 3a 1.OG
Thursday
24.01.
15:00 - 18:15
Seminarraum 5 Sensengasse 3a 1.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
Assessment
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!)
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
Grading
* 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.
* 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.
Examination topics
Reading list
Koretz, D. (2017). The Testing Charade. Chicago: University of Chicago Press.
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.
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.
Association in the course directory
M1b
Last modified: Fr 17.09.2021 00:20
This seminar focuses on education policy studies, a field embedded within Foundations of Education. Students will gain practical, participatory insight into an ongoing dissertation project that uses various methods and various data in a multiple-step research process. It thereby addresses current, pressing questions of education policy, its research and Foundations of Education.
Students will work with original data from my dissertation project, i.e. the interviews I conduct now in September 2018 and a rich variety of secondary context data. Tasks for every student will include transcribing, thematically analyzing and interpreting the interview data against the backdrop of what is present already. To do that, student will be given extensive readings (take that into consideration!) to extract and transfer concepts from those reading onto the empirical work. How those results can be placed in an argument embedded in and advocating for education theory as an integral part of education policy making is another central question. By the same token, the problematic implications of this very approach shall be discussed openly and critically.
Students are expected to work through literature and apply their independent thoughts, their diligent critique and their growing ability to argue academically – both in form and in content. No prior knowledge or skills of data or respective technology are needed. Students will be provided the relevant input, however, students are indeed expected to invest time and effort into this seminar.