Session Information
19 SES 01, Doing Differences in School (Part 1)
Symposium, to be continued in 19 SES 02 A
Time:
2009-09-28
09:15-10:45
Room:
JUR, HS 17
Chair:
Tanja Sturm
Discussant:
Hannelore Faulstich-Wieland
Contribution
The result of the PhD I am going to present, focuses on the single school as a functional system with its own definition of itself (Luhmann, 1995). The system’s theoretical approach allows us to analyse the school’s intended function and its performance as cultivation and qualification. A comparative research methodology (Rosenmund, 2000), has been used to analyse the performance of two schools in two different countries, Denmark and Norway, one public and one private. The research method used is that of group interviews, text analyses, questionnaires and transcribed school-home conferences.
The result of the study can be presented in two statements; The pupil’s opportunity to be cultivated and qualified depends on; the single school explicitly and equal expectations for how to act as a member of the organization, and the diversity of members where the single pupil can orient themselves and find their place. The General (Allgemeine) didaktik is then a question of who the members are, what the school’s goals and values are, and where the school culture finds its goals and values appropriate (Midtsundstad, In print).
Method
Expected Outcomes
References
Luhmann, N. (1995). Social Systems. Stanford California: Stanford University press. Midtsundstad, J. H. (In print) A School – based Theoretical Framework for Comparative Reasearch. Theoretically systemized and empirically employed in Danish and Norwegian schools. Norges Teknisk Naturvitenskaplige Universitet, Trondheim. Rosenmund, M. (2000). Approaches to international comparative research on curricula and curriculum-making processes. Journal of Curriculum Studies, 32, 599-606.
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