Institute of International International and Comparative Master s and PhD Course Autumn Semester 2014 (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 1
education. 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 the students to deepen their understanding by demonstrating critical analysis skills on the issues in question. 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 group discussions. During the second session, each group will present orally (sometimes with the support of a PowerPoint presentation) what they have discussed by synthesizing and analyzing the classes and literature and elaborating this with own experiences where possible. After the Group Work session, each group will post their presentation to Mondo. In addition to the lectures and group works, small group seminars will be organised. The seminars will provide an opportunity for the students to discuss relevant subjects related to the course in a smaller group. 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 one other course paper and actively participate 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 http://www.su.se/english/study/student-services/it-for-students/it-support/what-is-a-universityaccount-and-university-card-1.10583 ) II. Course Examination Course participant shall present a course paper assignment that shows her/his knowledge in international and comparative education. Detail instructions of the course paper assignment will be given separately. Assessment is based on: active participation in the course, discussions and seminars, presenting and defense of a 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, do not submit a course paper or do not submit their course papers in time have to do a second examination at a later date. These course participants will be asked to complete a new assignment with a new deadline which will be given by the course leader after that the first examination has been completed. 2
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 leader before the dead line. The course leader will respond to such requests in writing and accept them when the reasons given for the delay are reasonable. 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. 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. Tables and figures are correctly presented in the paper. The language of the paper is clear, concise and comprehensible. 2.2 Attendance 3
Course attendance is required for a student to be examined. When absent, students have to contact the Course Leader, Dr. Mikiko Cars (mikiko.cars@edu.su.se) for additional course assignments to compensate the absence. Students will not receive the grade until all the required assignments are handed in and approved III. The Grading System Grading Scale A B C The course participant shall demonstrate that all the learning outcomes of the course have been fulfilled in an excellent way and that the requirements described in section 2.1-2.2 are met. The course participant shall demonstrate that all the learning outcomes of the course have been fulfilled in a very good way. The requirements described in section 2.1-2.2 are met, but she/he still needs to make minor revisions of the paper. The course participant shall demonstrate that all the learning outcomes of the course have been fulfilled in a good way. The requirements described in section 2.1-2.2 are met, but she/he still needs to make more essential revisions of the paper. D E Fx F The course participant shall demonstrate that all the learning outcomes of the course have been fulfilled in a satisfactory way. Most of the requirements described in section 2.1 are achieved, but she/he needs to make some more essential revisions of the paper than in C above. The requirements in 2.2 are met. The course participant shall demonstrate that all the learning outcomes of the course have been fulfilled in a sufficient way. Most of the requirements described in section 2.1 are achieved, but she/he needs to make some more essential revisions of the paper than in D above. The requirements in 2.2 are met. The course participant does not fulfil the requirements. Missing or failing in whole components of the learning outcomes and/or section 2.1-2.2 or important aspects of one or several of these components. Major revision of the paper. The course participant does not fulfil the requirements. Missing or failing in most of the learning outcomes and/or 2.1-2.2 above. Has to rewrite the paper. 4
IV. Course Schedule NOTE: There could be some changes of time and date in view of room situation 4.1. Compulsory lectures and group work The lectures and groups works listed in the schedule below are compulsory. When absent, students have to contact the course leader for additional course assignments. Date & Time Location Unit Readings Lecturers Unit 1: General Introduction; 1.Bray, Adamson, and Mason Monday, Sal 720 International and Comparative (eds.) (2007), Introduction IIE Sept 1 st Frescati backe, its history, today, and tomorrow. 11.00-13.00 Tuesday, Sept 2 9.00-13.00 Rooms 1508, 2431, 2436, 2503 Group work 1 Wednesday, Sept 3 rd Sal 720 Frescati backe Group work presentation 9.00-12.00 Thursday, Sept 4 th 9.00-11.00 Sal 720 Frescati backe 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 Monday, Sept 8 th Sal 620 Frescati backe Unit 3: Comparative Research: Units of Comparison Introduction to Group Work 2 1.Bray, Adamson, and Mason (eds.) (2007), part 2 2. Individual Readings 12.00-14.00 Tuesday, Sept 9 th 9.00-13.00 Rooms 1508, 2431, 2436, 2503 Units 1-3: Group Work 2 5
Monday, Sept 15 th Units 1-3: Group Work 2 Presentations 9.00-12.00 Tuesday, Sept 16 th Unit 4: Comparative - The Creation and Re-creation of a Field and Political Formations and al Systems 1.Cowen & Kazamias (eds.) (2009), section 1-2 2. Individual Readings Monday, Sept 22 nd of Unit 5: Comparative The National, the International and The Global Industrialization, Knowledge Economies and 1.Cowen & Kazamias (eds.) (2009), section 3-4 2.Anderson-Levitt (2003) 3. Individual Readings HD Introduction to Group Work 2 Tuesday, Sept 23 rd 9.00-13.00 Rooms 1508, 2431, 2436, 2503 Units 4-5: Group Work 3 Friday, Sept 26 th of Units 4-5: Group Work 3 Presentations 10.00-13.00 Monday, Sept 29 th of Unit 6: Comparative Post colonialism, Cultures, Knowledge and Pedagogies 1.Cowen & Kazamias (eds.) (2009), section 5-6 2.Individual Readings Tuesday, Sept 30 th of Unit 7: Comparative New Thinking: The Cutting Edge Questioning the Future 1. Cowen & Kazamias (eds.) (2009), section 7-8 2. Individual Readings Introduction to Group Work 3 6
Monday, Oct 6 th 9.00-13.00 Rooms 1508, 2431, 2436, 2527, 2531 Units 6-7: Group Work 4 Friday, Oct 10 th of Units 6-7: Group Work 4 Presentations 12.00-15.00 Monday Oct 13 th of Closing Session Writing of Course Paper Deadline - Course Paper Submission: Thursday, October 16 th by midnight Wednesday October 22 9.00-17.00 Rooms 1508, 1511, 2431, and 2511 Course Paper - Presentation, Discussion and Examination October 30 Follow up of the examination and course evaluation UF Lecturers: = Dr. Mikiko Cars (mikiko.cars@edu.su.se) Course leader UF = Associate professor Ulf Fredriksson (ulf.fredriksson@edu.su.se ) = Dr. Christine McNab HD = Professor Emeritus Holger Daun (holger.daun@edu.su.se) Course administrator: Emma West (emma.west@edu.su.se) 7
4.2. Small Group Seminar Students will have the opportunity to take part in the seminars on 1) Writing a course paper and 2) Issues in International and Comparative. They 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. Seminar Leader: Dr. Christine McNab Seminar Topic: Issues in International and Comparative Date & Time Monday, September 15th Tuesday, September 16 th Thursday, September 18 th 9.00-12.00 Friday, September 19 th 14.00-17.00 Monday, September 22 nd 14.00-17.00 Location Room 2519 Room 2519 Room 2519 Room 2527 Room 2527 Seminar Leader: Dr. Mikiko Cars Seminar Topic: Writing a course paper International and Comparative Date & Time Monday, September 29 th Tuesday, September 30 th Wednesday, October 1 st 9.00-12.00 Wednesday, October 1 st Thursday, October 2 nd Location Room 2419 Room 2419 Room 2511 Room 2511 Room 2511 8
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 *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). 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. & & Unterhalter, E. (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. (ed.) (2006). From Access to Success- for All (EFA) in The Sultanate of Oman: 1970-2005. Muscat, Oman: Ministry of, The Sultanate of Oman. 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. 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. 9
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. http://dx.doi.org/10.1787/9789264201118-en UN (2013). The Millennium Development Goal Report 2013. Available at http://www.un.org/millenniumgoals/pdf/report-2013/mdg-report-2013-english.pdf UNDP (2003). Arab Human Development Report 2003: Building a knowledge society. Available at http://www.arab-hdr.org/publications/other/ahdr/ahdr2003e.pdf UNESCO (2014) The 2013/4 for All Global Monitoring Report Teaching and Learning : Achieving Quality for All. Available at http://www.unesco.org/new/en/education/themes/leading-the-internationalagenda/efareport/reports/2013/ 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 1 0