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
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 Fr 01.09.2017 06:30 to We 20.09.2017 09:00
- Registration is open from Fr 22.09.2017 09:00 to Fr 29.09.2017 11:00
- Deregistration possible until Mo 16.10.2017 09:00
Details
max. 25 participants
Language: English
Lecturers
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
Information
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!)
* 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.
* 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.
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
M3b
Last modified: Fr 17.09.2021 00:20