Master of Arts in Educational Administration and Supervision non-thesis | |||||
Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 |
Course Code: | EGT-567 | ||||||||
Course Name: | Quality Practices in Education | ||||||||
Course Semester: |
Fall Spring |
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Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Department Elective | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Prof. Dr. AYTAÇ GÖĞÜŞ | ||||||||
Course Lecturer(s): | |||||||||
Course Assistants: |
Course Objectives: | The aim of this course is to review students' models and practices that affect some or all of the learning processes of the students as a whole or part of the education system in the world and in our country. |
Course Content: | • Developments Leading to the Use of the Concept of Quality in Education • Dimensions and Features of Education in Quality • Input, Process, Output, Value, Value Added Quality • The Concept of Quality in Management and Business • Quality in the Service Sector • Use of Quality in Education • Models for Improving Quality (Quality) in Education and Practices and Approaches to Improve Education in Various Countries as Applications • Total Quality Management and Educational Institutions • Quality Schools (Glasser) • Inviting / Attractive School Model • Critical / Freedom Education Approaches (Dewey, Rousseau, Makarenko, Freire et al) • Summerhill (AS Neill ) • Gorky Community (Makarenko) • Effective School • Home School • Contracted Schools • School Management Approach • Evaluation Centered Models • Content Centered Models • Volunteer Support in Schools • Extended School Hours and Days • Boarding Schools • Awards Identification (Personnel- manager-school-student) • Use of Technology in Education • Teacher Training Cost-Effectiveness and Education Finance-Quality Relationship in Education |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Developments Leading to the Use of the Concept of Quality in Education | BALCI, A. (1998). Yükseköğretimde Toplam Kalite Yönetimi. Eğitim Yönetimi, Sayı:5, Yaz, ss: 319-334, Pegem Yayıncılık, Ankara. |
2) | Developments Leading to the Use of the Concept of Quality in Education | BALCI, A. (1998). Yükseköğretimde Toplam Kalite Yönetimi. Eğitim Yönetimi, Sayı:5, Yaz, ss: 319-334, Pegem Yayıncılık, Ankara. |
3) | Input, Process, Output, Value, Value Added Quality | BALCI, A. (1998). Yükseköğretimde Toplam Kalite Yönetimi. Eğitim Yönetimi, Sayı:5, Yaz, ss: 319-334, Pegem Yayıncılık, Ankara. |
4) | Concept of Quality in Management and Business, Quality in Service Sector, Using Quality in Education | BALCI, A. (1998). Yükseköğretimde Toplam Kalite Yönetimi. Eğitim Yönetimi, Sayı:5, Yaz, ss: 319-334, Pegem Yayıncılık, Ankara. |
5) | Practices and Approaches to Improve Education in Various Countries as Models and Applications for Improving Quality (Quality) in Education, Total Quality Management and Educational Institutions | BALCI, A. (1998). Yükseköğretimde Toplam Kalite Yönetimi. Eğitim Yönetimi, Sayı:5, Yaz, ss: 319-334, Pegem Yayıncılık, Ankara. |
6) | Quality Schools (Glasser), Inviting / Attractive School Model, Critical / Liberal Education Approaches (Dewey, Rousseau, Makarenko, Freire et al.) | BALCI, A. (1998). Yükseköğretimde Toplam Kalite Yönetimi. Eğitim Yönetimi, Sayı:5, Yaz, ss: 319-334, Pegem Yayıncılık, Ankara. |
7) | Midterm | |
8) | Midterm | |
9) | Contracted Schools, School Management Approach, Evaluation Centered Models | BALCI, A. (1998). Yükseköğretimde Toplam Kalite Yönetimi. Eğitim Yönetimi, Sayı:5, Yaz, ss: 319-334, Pegem Yayıncılık, Ankara. |
10) | Content-centered Models, Volunteer Support in Schools | BALCI, A. (1998). Yükseköğretimde Toplam Kalite Yönetimi. Eğitim Yönetimi, Sayı:5, Yaz, ss: 319-334, Pegem Yayıncılık, Ankara. |
11) | Extended School Hours and Days, Boarding Schools | BALCI, A. (1998). Yükseköğretimde Toplam Kalite Yönetimi. Eğitim Yönetimi, Sayı:5, Yaz, ss: 319-334, Pegem Yayıncılık, Ankara. |
12) | Rewarding (Personnel- manager-school-student) | BALCI, A. (1998). Yükseköğretimde Toplam Kalite Yönetimi. Eğitim Yönetimi, Sayı:5, Yaz, ss: 319-334, Pegem Yayıncılık, Ankara. |
13) | Using Technology in Education, Teacher Training | BALCI, A. (1998). Yükseköğretimde Toplam Kalite Yönetimi. Eğitim Yönetimi, Sayı:5, Yaz, ss: 319-334, Pegem Yayıncılık, Ankara. |
14) | Cost-Effectiveness and Education Finance-Quality Relationship in Education | BALCI, A. (1998). Yükseköğretimde Toplam Kalite Yönetimi. Eğitim Yönetimi, Sayı:5, Yaz, ss: 319-334, Pegem Yayıncılık, Ankara. |
15) | Final exam |
Course Notes / Textbooks: | BALCI, A. (1998). Yükseköğretimde Toplam Kalite Yönetimi. Eğitim Yönetimi, Sayı:5, Yaz, ss: 319-334, Pegem Yayıncılık, Ankara. |
References: | BURSALIOĞLU, Z. (1994). Okul Yönetiminde Yeni Yapı ve Davranış. Pegem Yayınları, Ankara. GALLOWAY, P. L. (1998). Determination of Quality Perception in Educational PAUL, J. (1996).Total Quality Management. Prentice Hall Europe Compuss no:400, London. RICHE, M. L. (1999). Quality Management for Educational Technology, Association for Educational Communication and Technology. Washington D.C. MEB - Millî Eğitim Bakanlığı Toplam Kalite Yönetimi Uygulama Yönergesi (meb.gov.tr/ erişim Nisan 2007) |
Learning Outcomes | 1 |
2 |
3 |
4 |
6 |
7 |
5 |
8 |
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Program Outcomes | ||||||||
1) To understand the aims and principles of the Turkish National Education System. | ||||||||
2) To be able to learn about the history and development of management science, to learn the management and characteristics of educational organization. | ||||||||
3) Learning the roles and managerial abilities of managers. | ||||||||
4) To have information about what supervision is, educational supervision principles and skills and abilities. | ||||||||
5) To be able to construct the problems related to EYD within the framework of scientific problem solving and to propose solutions to the problems of the education system by using quantitative and qualitative research methods. | ||||||||
6) Ability to apply research skills in research methodology and field literature, which can carry out independent studies in the field of education management and supervision, and to achieve productive results in interdisciplinary studies. | ||||||||
7) To be able to mobilize people, manage the dynamics of social relations and apply the leadership skills required by their social and educational environments. | ||||||||
8) By analyzing the reflections of internationally emerging educational policies on national educational policies, they can develop new perspectives at national level. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | To understand the aims and principles of the Turkish National Education System. | 3 |
2) | To be able to learn about the history and development of management science, to learn the management and characteristics of educational organization. | |
3) | Learning the roles and managerial abilities of managers. | |
4) | To have information about what supervision is, educational supervision principles and skills and abilities. | 3 |
5) | To be able to construct the problems related to EYD within the framework of scientific problem solving and to propose solutions to the problems of the education system by using quantitative and qualitative research methods. | |
6) | Ability to apply research skills in research methodology and field literature, which can carry out independent studies in the field of education management and supervision, and to achieve productive results in interdisciplinary studies. | |
7) | To be able to mobilize people, manage the dynamics of social relations and apply the leadership skills required by their social and educational environments. | |
8) | By analyzing the reflections of internationally emerging educational policies on national educational policies, they can develop new perspectives at national level. |
Expression | |
Reading | |
Homework | |
Project preparation |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework | |
Individual Project |
Semester Requirements | Number of Activities | Level of Contribution |
Project | 1 | % 30 |
Midterms | 1 | % 30 |
Final | 1 | % 40 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 16 | 3 | 48 |
Study Hours Out of Class | 16 | 5 | 80 |
Presentations / Seminar | 15 | 4 | 60 |
Midterms | 1 | 19 | 19 |
Final | 1 | 18 | 18 |
Total Workload | 225 |