This is a skill-building course in which students apply theories in comparative policy studies (macro-level and meso-level theories) to analyze and interpret the World Education Reform Database (WERD). The database contains over 13,000 policy documents from over 200 countries and territories, collected by the research team based at Stanford University (Patricia Bromley) and the University of Toronto (Rie Kijima). Students learn to carry out empirical policy research on education reform in a country of their choice, drawing on WERD as well as on their own data. The research question we will investigate individually, comparatively, and collectively is as follows: How have national education systems selectively adopted and translated the global school reform School-Autonomy-with-Accountability over the last few decades? Students learn how to produce a small empirical study that demonstrates when, why, and how countries selectively adopted or rejected, respectively, critical features of the global reform such as choice, privatization, per capita financing, professionalization of school management, standardized curricula, standardized tests, professional school evaluation, etc.
The seminar will be taught in English.
Die Veranstaltung wurde 2 mal im Vorlesungsverzeichnis SoSe 2025 gefunden:
