Universität Wien FIND
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190098 SE Bachelor's Paper II (2018W)

Using evidence in Education Policy Research

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

Details

max. 20 participants
Language: German, English

Lecturers

Classes (iCal) - next class is marked with N

Tuesday 02.10. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
Tuesday 16.10. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
Tuesday 30.10. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
Tuesday 13.11. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
Tuesday 27.11. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
Tuesday 11.12. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
Tuesday 08.01. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
Tuesday 22.01. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG

Information

Aims, contents and method of the course

Content and teaching methods
As referenced by its title, this seminar explores aspects of education policy studies, a field withing Foundations of Education. Specifically, this seminar provides a theoretical framework of readings that students prepare and discuss in class and with a focus on their 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 braodly 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.

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.

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: What am I interested in doing for my BA II thesis? (max. 1 page)
* 20% Half Page: What will I do in my thesis? In what way will I do that?
* 20% Table of Contents, Resources
* 50% your BA thesis before or on 15 February 2019 (early hand-in encouraged!)

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.

Association in the course directory

BM 25

Last modified: Tu 19.02.2019 14:28