Master of Arts in Educational Administration and Supervision with thesis
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

General course introduction information

Course Code:

EGT-567

Course Name:

Quality Practices in Education

Course Semester:

Spring
Fall

Course Credits:

Theoretical	Practical	Credit	ECTS
3	0	3	8

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Department Elective

Course Level:

Master

TR-NQF-HE:7. Master`s Degree

QF-EHEA:Second Cycle

EQF-LLL:7. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Prof. Dr. AYTAÇ GÖĞÜŞ

Course Lecturer(s):

Course Assistants:

Course Objective and Content

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

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Understands the Practices and Approaches to Improve Education in Various Countries as Models and Applications for Improving the Quality (Quality) in Education, Total Quality Management and Educational Institutions.
2 - Skills
Cognitive - Practical
1) Knows the Dimensions and Features of Quality in Education
2) Analyzes Input, Process, Output, Value, Value Added Quality.
3) Knows the Concept of Quality in Management and Business, Quality in Service Section, Using Quality in Education
4) Knows Quality Schools (Glasser), Inviting / Attractive School Model, Critical / Freedom Education Approaches (Dewey, Rousseau, Makarenko, Freire etc.).
5) Know Summerhill (A.S. Neill), Gorky Community (Makarenko), Effective School, Home School Summerhill (A.S. Neill).
3 - Competences
Communication and Social Competence
Learning Competence
1) Explain Contracted Schools, School Management Approach, Evaluation Centered Models.
Field Specific Competence
Competence to Work Independently and Take Responsibility
1) Follows the Developments leading to the Use of the Concept of Quality in Education

Lesson Plan

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

Sources

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)

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3	4	6	7	5	8
Program Outcomes
1) To deepen the general knowledge of educational science within the framework of basic theories and practices in the field of EMS, to evaluate the relationships between theory and practices related to education management and supervision.
2) To be able to carry out interdisciplinary studies by understanding the relations between EMS and psychology, sociology, philosophy, general management, economics, politics and other related disciplines and making use of the knowledge and skills that are assimilated in the field.
3) To be able to apply the knowledge gained about EMS in the development and effective management of educational organizations at different levels.
4) To be able to identify problems related to the management and control of the education system by using the knowledge in the field of EMS, to develop new perspectives with the information obtained from related disciplines
5) To be able to conduct research using different and appropriate research methods (qualitative, quantitative, mixed) by evaluating the problems related to EMS with a scientific approach and to offer solutions to the problems of the education system within this framework.
6) To gain the ability to use statistical software required to conduct a scientific research in the field of EYD, to use the information and communication technologies required by the information and data sharing process
7) To be able to apply the model to the whole system in line with the results of the solution models by developing solution models based on the theories and approaches regarding the problems related to EMS.
8) To be able to transfer current developments and scientific studies in the field of education management and supervision to persons, institutions and organizations outside and outside the field in written, verbally and visually systematically.
9) To be able to manage the dynamics of social relations in order to mobilize people and apply the leadership skills required by their social and educational environments.
10) By interpreting the strategies, policies and plans regarding the education system in terms of theories and principles regarding education management and control; To evaluate the results obtained within the framework of national and international quality indicators.
11) Achieving the leadership skills to mobilize human resources in line with organizational goals and bring them to the vision of educational institutions in educational organizations.
12) To be able to develop new perspectives at the national level by analyzing the reflections of international educational policies on national educational policies.
13) To be able to apply the strategies and processes regarding change management in schools by analyzing the nature of internal and external forces that create change in schools within the framework of school-environment relations.

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	To deepen the general knowledge of educational science within the framework of basic theories and practices in the field of EMS, to evaluate the relationships between theory and practices related to education management and supervision.	4
2)	To be able to carry out interdisciplinary studies by understanding the relations between EMS and psychology, sociology, philosophy, general management, economics, politics and other related disciplines and making use of the knowledge and skills that are assimilated in the field.	4
3)	To be able to apply the knowledge gained about EMS in the development and effective management of educational organizations at different levels.	5
4)	To be able to identify problems related to the management and control of the education system by using the knowledge in the field of EMS, to develop new perspectives with the information obtained from related disciplines
5)	To be able to conduct research using different and appropriate research methods (qualitative, quantitative, mixed) by evaluating the problems related to EMS with a scientific approach and to offer solutions to the problems of the education system within this framework.
6)	To gain the ability to use statistical software required to conduct a scientific research in the field of EYD, to use the information and communication technologies required by the information and data sharing process
7)	To be able to apply the model to the whole system in line with the results of the solution models by developing solution models based on the theories and approaches regarding the problems related to EMS.
8)	To be able to transfer current developments and scientific studies in the field of education management and supervision to persons, institutions and organizations outside and outside the field in written, verbally and visually systematically.
9)	To be able to manage the dynamics of social relations in order to mobilize people and apply the leadership skills required by their social and educational environments.
10)	By interpreting the strategies, policies and plans regarding the education system in terms of theories and principles regarding education management and control; To evaluate the results obtained within the framework of national and international quality indicators.
11)	Achieving the leadership skills to mobilize human resources in line with organizational goals and bring them to the vision of educational institutions in educational organizations.
12)	To be able to develop new perspectives at the national level by analyzing the reflections of international educational policies on national educational policies.
13)	To be able to apply the strategies and processes regarding change management in schools by analyzing the nature of internal and external forces that create change in schools within the framework of school-environment relations.

Learning Activity and Teaching Methods

Expression
Reading
Homework
Project preparation

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Homework
Individual Project

Assessment & Grading

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

Workload and ECTS Credit Grading

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