490099 SE Observations in School Contexts and Analysis of the Connection between Present and Past (2021W)
Continuous assessment of course work
Labels
REMOTE
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 01.09.2021 09:00 to Mo 20.09.2021 09:00
- Registration is open from Th 23.09.2021 09:00 to Tu 28.09.2021 09:00
- Deregistration possible until Fr 22.10.2021 12:00
Details
max. 25 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
- Wednesday 20.10. 08:45 - 12:00 Digital
- Wednesday 03.11. 08:45 - 12:00 Digital
- Wednesday 17.11. 08:45 - 12:00 Digital
- Wednesday 01.12. 08:45 - 12:00 Digital
- Wednesday 15.12. 08:45 - 12:00 Digital
- Wednesday 12.01. 08:45 - 12:00 Digital
- Wednesday 26.01. 08:45 - 12:00 Digital
Information
Aims, contents and method of the course
Assessment and permitted materials
written tasks
presentation
term paper
participating in class discussion
presentation
term paper
participating in class discussion
Minimum requirements and assessment criteria
-active participation
-written tasks
-regular attendance
-classroom tasks
-term paper
-written tasks
-regular attendance
-classroom tasks
-term paper
Examination topics
learning under challenged situations
biographical development stages
resilience
prevention
participation possibilities
biographical development stages
resilience
prevention
participation possibilities
Reading list
Adams, N., and R. Bourke. 2021. “Teachers’ joy of teaching children with a chronic illness: the opportunities to learn.” International Journal of Inclusive Education. doi: 10.1080/13603116.2020.1867380Alisic, E. (2012). “Teachers’ Perspectives on Providing Support to Children After Trauma: A Qualitative Study.” School Psychology Quarterly 27 (1): 51–59. doi: 10.1037/a0028590.Bešić, E., L. Paleczek, P. Rossmann, M. Krammer, and B. Gasteiger-Klicpera. 2020. „Attitudes towards inclusion of refugee girls with and without disabilities in Austrian primary schools.” International Journal of Inclusive Education 24 (5): 463–478. doi: 10.1080/13603116.2018.1467976.Davies, S., and E. Berger. 2019. “Teachers’ Experiences in Responding to Students’ Exposure to Domestic Violence.” Australian Journal of Teacher Education 44 (11): 96–109. doi: 10.14221/ajte.2019v44.n11.6.Lloyd, M. 2018. “Domestic Violence and Education: Examining the Impact of Domestic Violence on Young Children, Children, and Young People and the Potential Role of Schools.” Frontiers in Psychology 9 (2094): 1–11. doi: 10.3389/fpsyg.2018.02094.Pate, T. 2016. “Families of Children with Chronic Illness and the Relational Family Model.” The Person and the Challenges 6 (2): 57–65. doi: http://dx.doi.org/10.15633/pch.1892.
Association in the course directory
Last modified: Fr 12.05.2023 00:27
Vulnerability factors for children and youth such as disability, migration, forced migration, gender, poverty, chronic illness, violence or trauma will be in the scope of the seminar.