490087 SE Theory and practical experience of school development (2014W)
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 We 10.09.2014 12:00 to We 24.09.2014 12:00
- Deregistration possible until We 15.10.2014 12:00
Details
max. 25 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
Monday
06.10.
13:00 - 14:45
Seminarraum 7 Sensengasse 3a 2.OG
Monday
13.10.
13:00 - 14:45
Seminarraum 7 Sensengasse 3a 2.OG
Monday
20.10.
13:00 - 14:45
Seminarraum 7 Sensengasse 3a 2.OG
Monday
27.10.
13:00 - 14:45
Seminarraum 7 Sensengasse 3a 2.OG
Monday
03.11.
13:00 - 14:45
Seminarraum 7 Sensengasse 3a 2.OG
Monday
10.11.
13:00 - 14:45
Seminarraum 7 Sensengasse 3a 2.OG
Monday
17.11.
13:00 - 14:45
Seminarraum 7 Sensengasse 3a 2.OG
Monday
24.11.
13:00 - 14:45
Seminarraum 7 Sensengasse 3a 2.OG
Monday
01.12.
13:00 - 14:45
Seminarraum 7 Sensengasse 3a 2.OG
Monday
15.12.
13:00 - 14:45
Seminarraum 7 Sensengasse 3a 2.OG
Monday
12.01.
13:00 - 14:45
Seminarraum 7 Sensengasse 3a 2.OG
Monday
19.01.
13:00 - 14:45
Seminarraum 7 Sensengasse 3a 2.OG
Monday
26.01.
13:00 - 14:45
Seminarraum 7 Sensengasse 3a 2.OG
Information
Aims, contents and method of the course
The seminar starts with an overview of definitions, background, theories and methods of school development. As the UN Convention on the Rights of Persons with Disabilities postulates that „Persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live“ (Article 24), this seminar will focus on the school development facing inclusion. Therefore concepts and methods for schools for children with and without disabilities are presented. Furthermore the possibilities and challenges of realizing these methods in the daily school life will be discussed and reflected.
Assessment and permitted materials
The course assessments are based on: regular participation in the seminar, students` presentations, individual and group assignments with feedback, scholarly paper with feedback by the lecturer.
Minimum requirements and assessment criteria
The students are supposed to acquire knowledge about the background, theories and practical methods of school development. They should experience successful concepts especially for school development concerning education for children with and without disabilities. The partipicants are going to learn to discuss and reflect the different approaches in a methodologic and critical way. The final goal of the seminar is to equip the students with competences to assess the needs of a specific school, to select an appropriate method, and to estimate the challenges and chances.
Examination topics
The students will be introduced in the topic by the lecturer`s presentations. While searching for current and relevant literature and processing it the participants are getting in touch with school development especially in the context of inclusion. They present their results orally in the group. Besides, the seminar will provide further individual and group tasks. The content is going to be discussed in a highly practical manner by working upon e.g. case examples, school reports and publications.
Reading list
Altrichter, H., Schley, W., & Schratz, M. (1998). Handbuch zur Schulentwicklung. Innsbruck, Wien: Studien Verlag.
Bohl, T., Helsper, W., Holtappels, H. G., & Schelle, C. (Hrsg.). (2010). Handbuch Schulentwicklung: Theorie - Forschungsbefunde - Entwicklungsprozesse - Methodenrepertoire: Theorie - Forschung –Praxis. Bad Heilbrunn: Julius Klinkhardt.
Booth, T., & Ainscow, M. (ins Deutsche übersetzt von Boban, I., & Hinz, A.) (2003). Index für Inklusion. Lernen und Teilhabe in der Schule für Vielfalt entwickeln (Index of Inclusion). Retrieved June, 6th, 2014, from http://www.eenet.org.uk/resources/docs/Index%20German.pdf.
Dalin, P., & Pöhlandt, J. (1999). Theorie und Praxis der Schulentwicklung. Neuwied: Luchterhand.
Rahm, S. (2005). Einführung in die Theorie der Schulentwicklung. Weinheim: Beltz.
Schwohl, J., & Sturm, T. (Hrsg.). (2010). Inklusion als Herausforderung schulischer Entwicklung. Bielefeld: transcript.
United Nations (ed.). (2006). Convention on the Rights of Persons with Disabilities. New York: United Nations. Retrieved June, 6th, 2014, from http://www.un.org/disabilities/convention/conventionfull.shtml.
Zeitschrift für Inklusion (2009-2014). Retrieved June, 6th, 2014, from http://www.inklusion-online.net.
Bohl, T., Helsper, W., Holtappels, H. G., & Schelle, C. (Hrsg.). (2010). Handbuch Schulentwicklung: Theorie - Forschungsbefunde - Entwicklungsprozesse - Methodenrepertoire: Theorie - Forschung –Praxis. Bad Heilbrunn: Julius Klinkhardt.
Booth, T., & Ainscow, M. (ins Deutsche übersetzt von Boban, I., & Hinz, A.) (2003). Index für Inklusion. Lernen und Teilhabe in der Schule für Vielfalt entwickeln (Index of Inclusion). Retrieved June, 6th, 2014, from http://www.eenet.org.uk/resources/docs/Index%20German.pdf.
Dalin, P., & Pöhlandt, J. (1999). Theorie und Praxis der Schulentwicklung. Neuwied: Luchterhand.
Rahm, S. (2005). Einführung in die Theorie der Schulentwicklung. Weinheim: Beltz.
Schwohl, J., & Sturm, T. (Hrsg.). (2010). Inklusion als Herausforderung schulischer Entwicklung. Bielefeld: transcript.
United Nations (ed.). (2006). Convention on the Rights of Persons with Disabilities. New York: United Nations. Retrieved June, 6th, 2014, from http://www.un.org/disabilities/convention/conventionfull.shtml.
Zeitschrift für Inklusion (2009-2014). Retrieved June, 6th, 2014, from http://www.inklusion-online.net.
Association in the course directory
Last modified: We 21.04.2021 13:39