190047 SE Bachelor's Paper II (2019S)
"What are Schools for?" - trends, limits, and futures of accountability in public schooling
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 01.02.2019 06:30 to Tu 19.02.2019 09:00
- Registration is open from Fr 22.02.2019 09:00 to We 27.02.2019 09:00
- Deregistration possible until Mo 18.03.2019 09:00
Details
max. 20 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Wednesday 13.03. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Wednesday 27.03. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Wednesday 10.04. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Wednesday 08.05. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Wednesday 22.05. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Wednesday 05.06. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Wednesday 19.06. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
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 your BA thesis 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 your BA thesis 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.
Minimum requirements and assessment criteria
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 (i.e. speaking) in class
* 10% Idea Paper I: What aspects am I interested in discovering in my BA thesis?
* 10% Idea Paper II What do I want to focus on in my thesis? (max. 1 page)
* 10% Half Page: What will I do in my BA Thesis and how will I do that?
* 20% Table of Contents & References: chapter titles reflecting content of the chapter, like in a book
* 50% your BA thesis (50 000/20 pages before or on 17 July 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 (i.e. speaking) in class
* 10% Idea Paper I: What aspects am I interested in discovering in my BA thesis?
* 10% Idea Paper II What do I want to focus on in my thesis? (max. 1 page)
* 10% Half Page: What will I do in my BA Thesis and how will I do that?
* 20% Table of Contents & References: chapter titles reflecting content of the chapter, like in a book
* 50% your BA thesis (50 000/20 pages before or on 17 July 2019 (early hand-in encouraged!)
Examination topics
Reading list
Doyle, W. (2017). The Didaktik/Curriculum Dialogue: What did we learn? in: Uljens, M., Ylimaki, R. (Eds.). Bridging Educational Leadership, Curriculum Theory and Didaktik, Educational Governance Research 5.
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.
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.
Association in the course directory
BM 25
Last modified: Fr 17.09.2021 00:20
This seminar explores the long-standing discussion of what public schooling may be able to do, what it may be asked to do and in what ways it may be held accountable to those expectations. We approach these questions from Foundations of Education, comparing ways of thinking that have become manifest in spaces with specific historical, political, social and philosophical contexts. Specifically, this seminar provides well-chosen readings that students discuss in class with a focus on their own BA thesis. Students will develop their topic within the first weeks of this seminar, so that there is ample time for all the other – far more important and interesting! – steps in the process of creating a thesis. The seminar addresses current, pressing questions of education policy, its research and the relevance of that research for political decision-making.
Students will have the opportunity to read broadly and have their process supervised. That, in turn, means that 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. Writing skills will be at the focus of this seminar. Without clear, correct and proper writing, no academic can transport their thought! Students are indeed expected to invest time and effort into this seminar, both for the required readings and tasks, as well as in developing their own work and through it, their own academic voice.