Universität Wien FIND

190045 SE Theory of Educational Science: Curriculum and Instructions (2017W)

What to ask of public schooling? - Investigating the evidence of current approaches to reforming education

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Continuous assessment of course work


max. 25 participants
Language: English


Classes (iCal) - next class is marked with N

Tuesday 03.10. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
Tuesday 17.10. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
Tuesday 31.10. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
Tuesday 14.11. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
Tuesday 28.11. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
Tuesday 12.12. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
Tuesday 09.01. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
Tuesday 23.01. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG


Aims, contents and method of the course

--> This seminar will be held in English only, including all readings.

This seminar is a space for both text-based as well as data-based discussion and debate that allows us to engage actively with the material and with one another. As such, the literature and your diligent reading of it forms the basis for a variety of tasks in individual and group settings. There is no prior data knowledge or skills needed as you will learn everything you need to know to extract the data that interests you from online resources. In-class writing and peer-review as well as individual feedback will allow students to develop their thoughts thoroughly and continuously through the course of the seminar.

Assessment and permitted materials

* active participation by visible contributions in class

* 25% two short written assignments (approx. a page)
* 20% one oral input on the basis of the assignments: 10min pres. & 15min discussion
* 55% a seminar paper due in the second week of February (early hand-in encouraged!)

Minimum requirements and assessment criteria

Attendance: You may miss one session for any reason. Missing two or more sessions will result in a failing grade.

* Assignments will not be accepted beyond deadlines, simply for logistical reasons. So timely submission – early submission welcome! – is the basis for a passing grade.
* Having read the literature is prerequisite for our work in class. Students can speak to its 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 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

Here's a glimpse at some of the ideas and authors we will look at, in extracts:

Berger, P. Luckmann, T. (1966). The Social Construction of Reality. Penguin.
Dewey, J. (1902). The Child and the Curriculum. University Chicago Press.
Tyack, D. Tobin, W. (1994). The „Grammar“ of Schooling: Why Has it Been so Hard to Change?. American Educational Research Journal, Fall, Vol. 33, No. 3, pp. 453-479.
Westbury, I. Hopmann, St. Riquarts, K. (2000). Teaching as a Reflective Practice. The German Didaktik Tradition. Routledge.

Association in the course directory


Last modified: Fr 31.08.2018 08:42