210117 SE M7: State Activity, Policy and Governance Analyses (2023W)
Equity-focused policy approaches in education: a cross-national exploration of strengths and limitations
Continuous assessment of course work
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ON-SITE
Eine Anmeldung über u:space innerhalb der Anmeldephase ist erforderlich! Eine nachträgliche Anmeldung ist NICHT möglich.
Studierende, die der ersten Einheit unentschuldigt fernbleiben, verlieren ihren Platz in der Lehrveranstaltung.Achten Sie auf die Einhaltung der Standards guter wissenschaftlicher Praxis und die korrekte Anwendung der Techniken wissenschaftlichen Arbeitens und Schreibens.
Plagiierte und erschlichene Teilleistungen führen zur Nichtbewertung der Lehrveranstaltung (Eintragung eines 'X' im Sammelzeugnis).
Die Lehrveranstaltungsleitung kann Studierende zu einem notenrelevanten Gespräch über erbrachte Teilleistungen einladen.
Studierende, die der ersten Einheit unentschuldigt fernbleiben, verlieren ihren Platz in der Lehrveranstaltung.Achten Sie auf die Einhaltung der Standards guter wissenschaftlicher Praxis und die korrekte Anwendung der Techniken wissenschaftlichen Arbeitens und Schreibens.
Plagiierte und erschlichene Teilleistungen führen zur Nichtbewertung der Lehrveranstaltung (Eintragung eines 'X' im Sammelzeugnis).
Die Lehrveranstaltungsleitung kann Studierende zu einem notenrelevanten Gespräch über erbrachte Teilleistungen einladen.
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 We 06.09.2023 08:00 to We 20.09.2023 08:00
- Registration is open from Fr 22.09.2023 08:00 to We 27.09.2023 08:00
- Deregistration possible until Fr 20.10.2023 23:59
Details
max. 50 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Friday
06.10.
15:00 - 18:00
Hörsaal 2 (H2), NIG 2.Stock
Friday
13.10.
15:00 - 18:00
Hörsaal 2 (H2), NIG 2.Stock
Friday
20.10.
15:00 - 18:00
Hörsaal 2 (H2), NIG 2.Stock
Friday
10.11.
15:00 - 18:00
Hörsaal 2 (H2), NIG 2.Stock
Friday
17.11.
15:00 - 18:00
Hörsaal 2 (H2), NIG 2.Stock
Friday
24.11.
15:00 - 18:00
Hörsaal 2 (H2), NIG 2.Stock
Friday
01.12.
15:00 - 18:00
Hörsaal 2 (H2), NIG 2.Stock
Friday
15.12.
15:00 - 18:00
Hörsaal 2 (H2), NIG 2.Stock
Information
Aims, contents and method of the course
Assessment and permitted materials
Look at assessment
Minimum requirements and assessment criteria
Rubrics for presentations and written assignments will be provided in class. There is no final exam beyond the assignments listed here:
Active participation in class, including evidence of having reviewed assigned materials in advance of each class; contributing in an informed way in small group and whole group discussion; engaging fully in class work, which will include group presentation and facilitation of weekly discussion of texts. Because of the collaborative nature of the class, students are expected to be punctual and to attend all eight class periods. In case of illness or family emergency, students should communicate with instructor through email as promptly as possible (30%)
Sufficient presentation of work in progress toward culminating research project and participation in peer review session. (20% )
Sufficient presentation and timely submission of a culminating project (min. 2,000 words) Students will have the opportunity to choose one of three approaches for completing the culminating class project including: a research paper, curriculum development, or a policy brief/ white paper. Regardless of format, students will be expected to draw on course materials and to conduct additional research to explore the chosen topic in greater depth. Across these formats, students will have the opportunity to explore an aspect of educational equity of their choosing, including universal access, language of instruction, different school models, gender equity, LGBTQ rights, curriculum content, different pedagogies, disability rights, literacy, etc. (50%)
Grading key:
1 (very good/sehr gut) -> 100-90 points
2 (good/gut) -> 89-80 points
3 (satisfactory/befriedigend) -> 79-70 points
4 (pass/genügend) -> 69-50 points
5 (not satisfactory/nicht genügend) -> 49-0 points
Active participation in class, including evidence of having reviewed assigned materials in advance of each class; contributing in an informed way in small group and whole group discussion; engaging fully in class work, which will include group presentation and facilitation of weekly discussion of texts. Because of the collaborative nature of the class, students are expected to be punctual and to attend all eight class periods. In case of illness or family emergency, students should communicate with instructor through email as promptly as possible (30%)
Sufficient presentation of work in progress toward culminating research project and participation in peer review session. (20% )
Sufficient presentation and timely submission of a culminating project (min. 2,000 words) Students will have the opportunity to choose one of three approaches for completing the culminating class project including: a research paper, curriculum development, or a policy brief/ white paper. Regardless of format, students will be expected to draw on course materials and to conduct additional research to explore the chosen topic in greater depth. Across these formats, students will have the opportunity to explore an aspect of educational equity of their choosing, including universal access, language of instruction, different school models, gender equity, LGBTQ rights, curriculum content, different pedagogies, disability rights, literacy, etc. (50%)
Grading key:
1 (very good/sehr gut) -> 100-90 points
2 (good/gut) -> 89-80 points
3 (satisfactory/befriedigend) -> 79-70 points
4 (pass/genügend) -> 69-50 points
5 (not satisfactory/nicht genügend) -> 49-0 points
Examination topics
International educational equity frameworks
OECD, (2019), PISA 2018 Results (volume II): Where all students can succeed, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b5fd1b8f-en
Alberto Torres, C. et al. (eds) (2023). Comparative education: The dialectic between the global and the local. Lanham, MD: Rowman & Littlefield (selected chapters)
Ross, K.N. & Jürgens Genevois, I. (Eds.) (2006). Cross-national studies of the quality of education: planning their design and management impact. International Institute of Educational Planning, Paris.
Muskens, G. (2013). Inclusion and education in European countries: methodological considerations, Quality and Quantity, 47(1) 237-255
OECD, (2019), PISA 2018 Results (volume II): Where all students can succeed, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b5fd1b8f-en
Alberto Torres, C. et al. (eds) (2023). Comparative education: The dialectic between the global and the local. Lanham, MD: Rowman & Littlefield (selected chapters)
Ross, K.N. & Jürgens Genevois, I. (Eds.) (2006). Cross-national studies of the quality of education: planning their design and management impact. International Institute of Educational Planning, Paris.
Muskens, G. (2013). Inclusion and education in European countries: methodological considerations, Quality and Quantity, 47(1) 237-255
Reading list
The full list of materials will be made accessible to students via Moodle
Association in the course directory
Last modified: Th 07.09.2023 15:47
In this comparative policy course, students will explore these and other relevant quandaries related to the role of national education systems in countering and reproducing existing societal inequities. Students will draw on course materials and peer-research pursued throughout the course to develop a cross-national education White Paper that outlines the efficacy of policy strategies for mitigating common structural and de facto inequities and provides informed recommendations for improving, expanding and scaling promising policy approaches.
Students will engage in small- and full-group discussion, individual reflections, cooperative work, development of cross-national case studies, presentations and peer-review work sessions.
Course topics:
Frameworks for defining educational equity for cross-national analysis
Theoretical framing for common narratives related to educational (in)equity
De facto and structural factors impacting efficacy of specific equity-focused policy initiatives in different countries and in different regions within one country
Innovative and impactful policy solutions
Research methodology and considerations for cross-national comparisons