International and Comparative Education. Master s and PhD Course Autumn Semester 2015 (15 ECTS)

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1 Institute of International International and Comparative Master s and PhD Course Autumn Semester 2015 (15 ECTS) Course Requirements and Grading I. General Introduction 1.1 Course Content The course deals with both international and comparative education. International education includes intercultural understanding and country-studies. Comparative education includes an analytical working method for different types of comparative research studies. The course includes different types of comparative studies ranging from large scale and statistically oriented studies of student achievement to small scale studies of educational systems in few countries. 1.2 Learning outcomes The course participant shall be able to demonstrate competencies in the theoretical, methodological understanding in the field of international and comparative education, keeping in mind the multiple analytical levels/dimensions concerned in the field. After having completed the course, the student will: demonstrate knowledge of the history and development of international and comparative education and of contemporary theories and methods applied in this field, defined as the systematic study of similarities and differences in education systems or sub-systems across regions, countries, cultures, and institutions as well as over time, explain under what conditions comparisons can yield useful knowledge about the nature and characteristics of education and educational practice in different political, sociocultural and economic contexts, and analyze possible implications of globalization for international and comparative education. 1

2 1.3 Activity The course combines lectures, discussions, group work, and small group seminar to achieve the learning outcomes. Lectures are structured around the main textbooks and grouped into sub-areas which are complemented by further readings and lecture materials. After each sub-area a Group Work session will be organized with the purpose to offer opportunities for students to deepen their understanding by demonstrating critical analytical skills on the relevant issues. Topics and/or questions for each Group Work session as well as information regarding the composition of the groups will be distributed in advance of the Group Work session. During the Group Work, the first session will be devoted to in-depth group discussions. During the second session, each group will deliver a spoken presentation (sometimes with the support of PowerPoint) of the content of discussions by analysing the relevant curriculum content and by synchronizing it with the course literature and synthesising with own experiences where possible. As a form of a self-directed learning activity, the synthesis with students individual experiences will take the shape of reflective writing and discussion. The three questions to be answered after each session and in the group work are: 1. What was my prior knowledge of (the topic) before I took the session? 2. How has this session increased my knowledge of the topic at hand? 3. What do I need to review/follow up in order to proceed? After the Group Work session, each group will post their presentation on Mondo. Students are asked to keep copies of their individual reflection work which will be shared with fellow students in the form of a peer learning activity at the end of the course. In addition to the lectures and group works, small group seminars will be offered. The seminars provide an opportunity for students to discuss relevant issues related to the course in smaller group settings and by linking it to the major assignment and writing for academic purposes. The course participant shall: participate actively in the course, discussions and seminars; present and defend a course paper according to the instruction; and conduct a critical examination of a course paper and actively contribute by communicating in the course examination sessions. The ICT collaboration and learning platform Mondo is used for communication, messages, information about the course and dissemination of course material (see ) II. Course Examination Course participants shall present a course paper assignment that shows her/his knowledge in international and comparative education. Detailed instructions of the course paper assignment will be given separately. 2

3 Assessment is based on: active participation in the course, discussions and seminars presenting and defense of a written course paper critical examination of one other course paper as an opponent, and active participation in the course examination sessions. Students who fail the examination, or who do not submit a course paper or do not submit their course papers in time have to complete a second examination at a later date. Such course participants will be asked to complete a new assignment with a new deadline which will be given by the course convener after that the first examination has been completed. A student could be given permission to submit a course paper after the deadline for submission if a request with a legitimate reason has been communicated in writing to the course convener before the deadline. The course convener will respond to such requests in writing and accept them when the reasons given for the delay are of reasonably sincere character. 2.1 Course paper In the course paper, the course participant should be able to demonstrate the following: Theoretical understanding The course participant is able to describe and compare some problem areas/phenomena using different theoretical approaches for the paper. She/he is then able to apply a given theory to the empirical data or material (literature, policy documents, own field work, etc.) and to evaluate or to judge the type of approach which is used, namely: explorative, descriptive, explanatory/understanding and analytical. Methodological understanding The course participant is able to describe and to compare methodological research approaches using both qualitative and quantitative approaches and to deliberately choose the relevant methodology and research design for collecting data according to the conceptual or theoretical framework chosen and the aims and objectives stated in the paper. She/he should analyse data that is relevant for attaining the aims and objectives of the paper and is able to evaluate or judge the scope for generalization of the findings presented in the paper. The essence of the contents The paper makes a relevant and critical assessment of the course literature to examine the issues under study which is then supported by analyses. The paper covers and makes a relevant description of the problem area/phenomenon under investigation which is then supported by analyses. The scope and analysis of the paper has an international and comparative perspectives comparing within or across society(ies) educational or educationally-related systems, policies, reforms, laws, structures, contents, practices, cultures, values, and models at one or at different periods in time. Conclusion Conclusion, generalization and interpretation have support in the description and analysis made in the paper. There should be appropriate and relevant discussion of questions and issues regarding the validity and reliability of the paper. The scope for generalization of the findings presented in the paper is well discussed. 3

4 Formalia The content of the paper corresponds to its title. The chapter titles cover the contents of the respective chapters. The same applies to sub-titles. There is a logical order between different levels of titles. Citations and references are correctly used in the paper with valid list of references placed at the end of the assignment. Tables and figures are correctly presented in the paper. The language of the paper is clear, concise and comprehensible. 2.2 Attendance Course attendance is compulsory and is a requirement of examination. In the event of unavoidable absence from compulsory sessions, students need to contact the Course convener, Professor Meeri Hellstén (meeri.hellsten@edu.su.se) and complete additional course assignments to compensate for the absence. Students will not receive the course grade until all the required assignments have been submitted and assessed. 2.2 Ethical Issue Academic honesty and integrity must be respected. A reference list and proper citation of literature, including page numbers, and of other sources, is a requirement for all assignments. The course examination is based on the quality of the course paper, including the references and citations. Any act of plagiarism is taken seriously. Plagiarism is an act of fraud that involves stealing someone else s work, for example: 1) copying texts from other sources without giving proper citation; 2) failing to put quotation marks in for direct quotations; 3) incorrect information about the source; and 4) paraphrasing without proper citation. Self-plagiarism is also seen as an act of fraud. It is not allowed to use texts that you have written yourself and that have been examined as part of other university courses and present them as assignments for examination in a new course. This is referred to as self-plagiarism and is in the same way as other types of plagiarism taken seriously by Stockholm University. It is important that you understand the seriousness of the offence. At Stockholm University, plagiarism is taken seriously and will be reported to the University Disciplinary Board with a possible consequence that the student will be suspended from their studies for up to 6 months. Please read the following webpages to learn more about Regulations for Disciplinary Matters at Stockholm University: 4

5 2.3 Attendance Course attendance is compulsory and is a requirement of examination. In the event of unavoidable absence from compulsory sessions, students need to contact the Course convener, Professor Meeri Hellstén (meeri.hellsten@edu.su.se) and complete additional course assignments to compensate for the absence. Students will not receive the course grade until all the required assignments have been submitted and assessed. 5

6 III. The Grading System Grading Scale A. The course paper demonstrates that all the learning outcomes of the course have been fulfilled in an excellent way. The student shows an excellent ability to describe, analyse and discuss the content of the course in an independent and reflective way. The text contains several references to the course literature and to other relevant texts that are well chosen to fit the context. The text is well structured, without any formal mistakes and with a language that signifies clarity and an effort to elaborate the text. The text should not be shorter or longer than the range prescribed in the course assignment. A course paper that is shorter or longer than the prescribed range will be affected in the grading. B. The course paper demonstrates that all the learning outcomes of the course have been fulfilled in a very good way. The student shows a very good ability to describe, analyse and discuss the content of the course in an independent and reflective way. The text contains several references to the course literature and to other relevant texts that are well chosen to fit the context. The text is well structured, without formal mistakes and with a language use that signifies clarity and an effort to elaborate the text. A course paper that is shorter or longer than the prescribed range will be affected in the grading. C. The course paper demonstrates that all the learning outcomes of the course have been fulfilled in a good way. The student shows good ability to describe, analyse and discuss the content of the course without major shortcomings. The text refers in a relevant way to the course literature and to other appropriate texts. The text is well structured, without any major formal mistakes and with a good language use. A course paper that is shorter or longer than the prescribed range will be affected in the grading. D. The course paper demonstrates that all the learning outcomes of the course have been fulfilled in a satisfactory way. The student shows that he/she has achieved knowledge and understanding of the course content and ability to discuss this in an independent way. The text refers to the course literature. The text is structured in a satisfactory way, without any major formal mistakes and in an acceptable language. A course paper that is shorter or longer than the prescribed range will be affected in the grading. E. The course paper demonstrates that the learning outcomes of the course have been fulfilled in a sufficient way. The student shows that he/she has achieved an acceptable knowledge and understanding of the course content, but with a limited ability to discuss this in an independent way. The text connects to the course literature. The text is structured in an acceptable way, without any serious formal mistakes and in an acceptable language. A course paper that is shorter or longer than the prescribed range will be affected in the grading. Fx. The course paper demonstrates that the required learning outcomes have not been fulfilled. Possible shortcomings could be: that the course literature is not covered in a sufficient way, analyses and discussions in the text are not convincing, the text is too close to the course literature, there is no link between own observations and the course literature / the content of the course, the text is difficult to understand due to inadequate language use, the disposition of the text makes it difficult to follow the text, references are incorrect or missing and/or the paper is much shorter or much longer than the prescribed length. A revision of the paper is needed. F. The course paper demonstrates that the required learning outcomes have not been fulfilled. Possible shortcomings could be those mentioned under F(x), but are so serious that they cannot be amended by a revision of the text. The course participant has to do a new course assignment that will be given by the course leader. 6

7 IV. Course Schedule NOTE: We reserve the right to amend and make changes according to need. Please double check Time Edit for accurate dates, times and venues Compulsory sessions and group work Attendance is compulsory. When absent, students have to contact the course convener for additional course assignments. Date & Time Venue Unit Readings Lecturers W 36 Tuesday, Sept 1 st Introduction to the MA program in International and Comparative IIE UF Unit 1: General Introduction; International and Comparative, its history, today, and tomorrow. 1.Bray, Adamson, and Mason (eds.) (2007), Introduction UF Thursday, Sept , 2431, 2436, 2527, 2531 Group work 1 CR Friday, Sept 4 rd Group work 1 presentation GROUP A CR Group work 1 presentation GROUP B CR W37. Monday, Sept 7 th Lilla Hörsalen, Natural History Museum. Unit 2: Comparative Research: Direction 1.Bray, Adamson, and Mason (eds.) (2007), part 1 2.Noah & Eckstein (1998), part 1: Comparative Orientations 3. Individual Readings UF 7

8 Tuesday, Sept 8 th Unit 3: Comparative Research: Units of Comparison Introduction to Group Work 2 1.Bray, Adamson, and Mason (eds.) (2007), part 2 2. Individual Readings CM Thursday, Sept 10 th Rooms 1508, 2431, 2436, 2519, 2527 Unit 2-3: Group Work 2 CM Friday, Sept 11 th Unit 2-3: Group Work 2 Presentations GROUP A CM Units 2-3: Group Work 2 Presentations GROUP B CM W38 Tuesday, Sept 15 th Room 2403 Unit 4: Comparative - The Creation and Re-creation of a Field and Political Formations and al Systems 1.Cowen & Kazamias (eds.) (2009), section Individual Readings Small group seminar Small group seminar 2 8

9 Wedn, Sept 16 th Sal 720, Frescati Backe, entrance 19F Unit 5: Comparative The National, the International and The Global Industrialization, Knowledge Economies and 1.Cowen & Kazamias (eds.) (2009), section Anderson-Levitt (2003) 3. Individual Readings HD Introduction to Group Work 3 Thursday, Sept 17 th Rooms 1508, 2431, 2436, 2527, Units 4-5: Group Work 3 Small Group Seminar 3 W39 Monday, Sept 26 th Units 4-5: Group Work 3 Presentations GROUP A Units 4-5: Group Work 3 Presentations GROUP B Small Group Seminar 4 Tuesday, Sept 22 th Room 2403 Unit 6: Comparative Post colonialism, Cultures, Knowledge and Pedagogies 1.Cowen & Kazamias (eds.) (2009), section Individual Readings CM 9

10 Friday, Sept 25 th Room 2403 Unit 7: Comparative New Thinking: The Cutting Edge Questioning the Future Introduction to Group Work 4 1. Cowen & Kazamias (eds.) (2009), section Individual Readings Small Group Seminar 5 W40 Monday, Sept. 28 th Rooms 1508, 2431, 2436, 2527, 2531 Units 6-7: Group Work Small Group Seminar 6 Tuesday, Sept 29 th 9-11 Room 2419 Units 6-7: Group Work 4 Presentations GROUP A Units 6-7: Group Work 4 Presentations GROUP B Small Group Seminar 7 10

11 Thursday Oct 1 st Small Group Seminar Small Group Seminar Small Group Seminar 10 W41 Monday Oct 5 th 1511 Closing session W42. (Oct 6 th 12 th ) Writing of Course Paper Deadline - Course Paper Submission: Monday, October 12 th by midnight W43 Tuesday October 20 th W44 Thursday October 29 th Rooms 1508, 1511, 2436, and 2527, 2531 Room 2403 Course Paper - Presentation, Discussion and Examination Follow up of the examination and course evaluation TBA Lecturers: : Professor Meeri Hellstén (meeri.hellsten@edu.su.se) Course convener UF: Associate professor Ulf Fredriksson (ulf.fredriksson@edu.su.se ) CM: Dr. Christine McNab (christine.mcnab@edu.su.se) HD: Professor Emeritus Holger Daun (holger.daun@edu.su.se) CR: Dr Cathrine Ryther (cathrine.ryther@edu.su.se) Course administrator: Emma West (emma.west@edu.su.se) 11

12 4.2. Small Group Seminar Students will be required to take part in two seminar series focusing on 1) Researching International and Comparative and 2) Academic Writing in International and Comparative. Students will be asked to sign-up in advance for which seminar they would like to participate in. Further information will be given during the course. Times and venues are correct as at June Please check Time Edit for any changes: Seminar Leader: Prof. Meeri Hellstén Seminar Topic: Researching International and Comparative Date & Time 1. Monday, September 15th Tuesday, September 16 th Thursday, September 17 th Friday, September 21 th Monday, September 22 nd Location Room 2527 Room 2527 Seminar Leader: Prof. Meeri Hellstén Seminar Topic: Academic Writing in International and Comparative Date & Time 6. Monday, September 28 th Tuesday, September 29 th Thursday, October 1 st Thursday, October 1 st Thursday, October 2 nd Location Room

13 V. Course Literature Students should have read the assigned readings for each lecture. For more details, see the readings listed in MAIN READINGS below. Note: **** indicates that the literature is/will be available at the University s main library *** indicates that the literature is available at the book store Akademibokhandeln at the university campus. ** indicates that the literature is available via online. * indicates that further instruction will be given in the beginning of the course. MAIN READINGS Most of these readings will be supplied by pdf. Please follow the links provided on Mondo. *Anderson-Levitt, K.M. (2003). A world culture of schooling? In Kathryn M. Anderson-Levitt (Ed.), Local meanings, global schooling: Anthropology and world culture theory (pp.1-26). New York: Palgrave MacMillan. **** Bray, M., Adamson, B. and Mason, M. (eds.) (2007 or please see note on Mondo). Comparative Research: Approaches and Methods. Hong Kong: The University of Hong Kong. **** Cowen, R. & Kazamias, A.M. (eds.) (2009). International Handbook of Comparative. Part One. London: Springer. **** Cowen, R. & Kazamias, A.M. (eds.) (2009). International Handbook of Comparative. Part Two. London: Springer. ***/**** Noah. H.J. & Eckstein, M.A. (1998). Doing Comparative : Three Decades of Collaboration. Hong Kong: The University of Hong Kong. ADDITIONAL READINGS Bray, M. (ed.) (2003). Comparative - Continuing Traditions, New Challenges, and New Paradigms. London: Kluwer Academic Publishers. Chinapah, V. (2007). for All A Critical Review. Stockholm: Institute of International,, Stockholm University. Crossley, M., & Watson, K. (2003). Comparative and International Research in : Globalisation, context and difference. London: Routledge Falmer. Epstein, E.H. (1994). Comparative and International : Overview and Historical Development. In T. Husen & T.N. Postlethwaite (eds.) The International Encyclopedia of. Oxford: Pergamon Press. Meyer, H.D. & Benavot, A. (eds.). (2013). PISA, Power, and Policy: the emergence of global educational governance. Oxford: Symposium Books Ltd. Mullis, I.V.S., M.O. Martin & P. Foy et al. (2012). TIMSS 2011 international results in mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. 13

14 Mullis, I.V.S., M.O. Martin,& P. Foy et al. (2012). TIMSS 2011 international results in science. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Mullis, I.V.S., Martin, M.O., Foy, P., & Drucker, K.T. (2012). PIRLS 2011international results in reading. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. OECD (2013). PISA 2012 Results: What Students Know and Can Do Student Performance in Mathematics Reading and Science (Volume I), PISA, OECD Publishing. UN (2013). The Millennium Development Goal Report Available at UNDP (2003). Arab Human Development Report 2003: Building a knowledge society. Available at UNESCO (2014) The 2013/4 for All Global Monitoring Report Teaching and Learning : Achieving Quality for All. Available at SELECTED RELEVANT JOURNALS FOR INDIVIDUAL READINGS Anthropology and Quarterly Comparative Comparative Review Compare Current Issues in Comparative Discourse: Studies in the Cultural Politics of Economics of Review European Journal of Gender and Globalization, Societies and Harvard al Review Higher International International Journal of Research International Review of Journal of al Policy Journal of Research in International Oxford Review of Prospects Sociology of Theory and Research in 14