SCHOOL FAILURE
| Title | ΣΧΟΛΙΚΗ ΑΠΟΤΥΧΙΑ / SCHOOL FAILURE |
| Code | Ε-41 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Christos Tourtouras |
| Common | Yes |
| Status | Inactive |
| Course ID | 80003876 |
| Academic Year | 2018 – 2019 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600130918
|
Class Schedule
| Building | Παιδαγωγικό (Αρχ. Μουσείου 29, A) |
| Floor | Όροφος 2 |
| Hall | ΑΜΦΙΘΕΑΤΡΟ (322) |
| Calendar | Τρίτη 15:00 έως 16:00 |
Course Type 2016-2020
- Background
- General Knowledge
- Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600130918
- At the Website of the School: http://www.eled.auth.gr/education/batchelor1.html
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=5681
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
Male and female students should:
• be able to understand the phenomenon of school failure
• be able to conceive the complexity of school failure
• know factors that contribute in the production and reproduction of school failure
• able to seek solutions
• develop the ability for critical examination of educational issues in general
• be theoretically prepared for their future career as schoolteachers
General Competences
- Apply knowledge in practice
- Adapt to new situations
- Make decisions
- Appreciate diversity and multiculturality
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
This course examines the phenomenon of school failure. Definitions of its various historical dimensions are also being provided. The discussion is enriched by similar phenomena and situations, as of illiteracy and under-education. Individual indexes are analyzed -like dropping-out, low school performance, stagnation-as they are considered the main causes of school failure. At the same time, more factors are demonstrated and commented on, as they form the situation and the simultaneous process of school failure, and it is mentioned in bibliography. For example, there is a number of them that refer to the whole operation and organization of school, teachers, as well as the importance of the relation between school and society. Furthermore, there are family characteristics that have been analyzed (such as the socio-economic and educational level or the cultural capital of it) while they seem to contribute to the appearance or the avoidance of the school failure as well. Additional concerning factors are: gender, age of initial school entrance and grade of placement, pre-school educational experience, country of origin, frequency of movements from school to school, and mother tongue. Greek and international representative researches, as well as the most discussed theories internationally about school failure are also analyzed, always on the basis of a further speculation about the political economy of education. Finally, school failure is investigated through all the levels of the educational system (elementary, secondary -Technical and General- and tertiary education). The main task is the complexity of the school failure phenomenon to emerge.
Keywords
school failure, drop-out, retention, cultural capital, social reproduction.
Educational Material Types
- Slide presentations
- Video lectures
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Description
During the class lectures, students are free to use computers, video projectors and overhead projectors. For any questions concerning the course students are encouraged to ask questions by e-mails or to be informed through the blackboard.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | 1.3 | ✓ | ||
| Reading Assigment | 30 | 1 | ✓ | ✓ | |
| Written assigments | 81 | 2.7 | ✓ | ||
| Total | 150 | 5 |
Student Assessment
Description
Students' assessment is realized through written exams at the end of the semester. In this framework, the students are called to answer certain questions referred to a specific text which is delivered during the examination procedure. Their arguments should be based on the basic knowledge and the pedagogical principles that have been discussed extensively during the lectures and are included in the main textbook that is distributed. The real level of knowledge acquisition regarding the main principles of the Science of Sociology of Education is detected, as well as the critical ability of using it as a means of argumentation on school failure subjects. In parallel, a sterile memorization and a mechanistic reproduction of a big mass of crude information are avoided.
Student Assessment methods
- Written Exam with Extended Answer Questions (Summative)
- Written Assignment (Summative)
Bibliography
Course Bibliography (Eudoxus)
Τουρτούρας, Δ. Χρ. (2010). Σχολική αποτυχία και αποκλεισμός. Η περίπτωση των παιδιών από την πρώην Σοβιετική Ένωση. Θεσσαλονίκη: Επίκεντρο.
Additional bibliography for study
Φραγκουδάκη, Άν. (1985). Κοινωνιολογία της εκπαίδευσης. Θεωρίες για την κοινωνική ανισότητα στο σχολείο. Αθήνα: Παπαζήση.
Fischer, L. (2006). Κοινωνιολογία του σχολείου. Αθήνα: Μεταίχμιο.
Blackledge, D., & Hunt, B. (1995). Κοινωνιολογία της εκπαίδευσης. Αθήνα: Έκφραση.
Βεργίδης, Κ. Δ. (1995). Υποεκπαίδευση. Κοινωνικές, Πολιτικές και Πολιτισμικές διαστάσεις. Αθήνα: ύψιλον/βιβλία.
Last Update
04-07-2016
