Pre-School Education | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | EGTP211 | ||||||||
Course Name: | Research Methods in Education | ||||||||
Course Semester: | Fall | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Compulsory | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Dr.Öğr.Üyesi AYSEMİN DURAN | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi AYSEMİN DURAN |
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Course Assistants: |
Course Objectives: | The purpose of this course to provide students with an understanding of mixed methods (qualitative and quantitative) approaches to research studies. Appropriate strategies for incorporating both quantitative and qualitative paradigms will be explored. Specific issues, challenges, and considerations encountered in using mixed methodologies will be addressed in detail. The conflict between positivism and constructivism will be investigated, as will various examples of mixed model designs applicable to education and human services. |
Course Content: | This course provides an introduction to the design of research studies in applied educational settings. The design and implementation of research studies is contextualized in current educational issues and takes into account the practical constraints of the real world. Topics covered include the formulation of research questions/hypotheses, operational definitions of research constructs, sampling methods, experimental and quasi-experimental designs, and threats to internal and external validity, psychometric and statistical methods, quantitative and qualitative inquiry, data analysis and research report writing. Each class session will focus on specific aspects of research design and methodology and the critical analysis of journal articles and research reports that employ these methods to investigate major issues in education. The quality of the research will be discussed, including the soundness of the design, methods of data collection, methods of data analysis, and the tenability of the conclusions drawn from evidence. At the course of the semester, students will complete a 20-page final paper that will be a proposal for a research study in the students’ areas of interest. Students will prepare and deliver an oral presentation on their final research proposal. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Orientation to class Distribution/Negotiation of Syllabus’ content Facilitators (Introduction to the Course and Territory) | Reading and reviewing related resources |
2) | Introduction to Research and Scholarly Investigation | Reading and reviewing related resources |
3) | Educational Research Problems and Questions | Reading and reviewing related resources |
4) | Principles of Quantitative Research | Reading and reviewing related resources |
5) | Principles of Qualitative Research | Reading and reviewing related resources |
6) | Overview of Strategies, Design Types, and Design Decisions Ethical Considerations | Reading and reviewing related resources |
7) | Review of the Literature | Reading and reviewing related resources |
8) | midterm | |
9) | Data Collection Implications and Sampling Strategies in Qualitative and Quantitative Research | Reading and reviewing related resources |
10) | Research Analysis | Reading and reviewing related resources |
11) | Critiquing Research Methods | Reading and reviewing related resources |
12) | Writing and Representations in both Quantitative and Qualitative Research | Reading and reviewing related resources |
13) | Writing & Evaluating Research Proposal | Reading and reviewing related resources |
14) | Mixed Methods Research | Reading and reviewing related resources |
15) |
Course Notes / Textbooks: | Clark, V.P. & Creswell, J. W. (2009). Understanding Research: A Consumer’s Guide (10thedition). Upper Saddle River, NJ: Pearson. McMillan, J. H. & Schumacher, S. (2006). Research in Education: Evidence-Based Inquiry, 6th Edition. Boston: Pearson Allyn and Bacon. |
References: | Clark, V.P. & Creswell, J. W. (2009). Understanding Research: A Consumer’s Guide (10thedition). Upper Saddle River, NJ: Pearson. McMillan, J. H. & Schumacher, S. (2006). Research in Education: Evidence-Based Inquiry, 6th Edition. Boston: Pearson Allyn and Bacon. |
Learning Outcomes | 1 |
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Program Outcomes | ||||||||||||||||
1) P1.Having the ability to use the native language correctly and effectively | ||||||||||||||||
2) P2. Being aware of personal differences. | ||||||||||||||||
3) P3. Having an understanding of the personal development characteristics and development process in early childhood. | ||||||||||||||||
4) P4. Being able to read, interpret and discuss academic studies on their field. | ||||||||||||||||
5) P5. Following progressive sources about the field, and using said sources on resolving the possible problems. | ||||||||||||||||
6) P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development. | ||||||||||||||||
7) P7. Knowing a foreign language at least on a basic level. | ||||||||||||||||
8) P8. Being able to develop a positive attitude towards lifelong learning. | ||||||||||||||||
9) P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment. | ||||||||||||||||
10) P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary. | ||||||||||||||||
11) P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken. | ||||||||||||||||
12) P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children. | ||||||||||||||||
13) P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation. | ||||||||||||||||
14) P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments. | ||||||||||||||||
15) P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose. | ||||||||||||||||
16) P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions. | ||||||||||||||||
17) P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | P1.Having the ability to use the native language correctly and effectively | 3 |
2) | P2. Being aware of personal differences. | |
3) | P3. Having an understanding of the personal development characteristics and development process in early childhood. | |
4) | P4. Being able to read, interpret and discuss academic studies on their field. | 3 |
5) | P5. Following progressive sources about the field, and using said sources on resolving the possible problems. | 3 |
6) | P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development. | 1 |
7) | P7. Knowing a foreign language at least on a basic level. | |
8) | P8. Being able to develop a positive attitude towards lifelong learning. | 3 |
9) | P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment. | 3 |
10) | P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary. | 3 |
11) | P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken. | 1 |
12) | P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children. | 1 |
13) | P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation. | |
14) | P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments. | |
15) | P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose. | 2 |
16) | P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions. | |
17) | P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based. |
Field Study | |
Peer Review | |
Expression |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Oral Examination | |
Homework |
Semester Requirements | Number of Activities | Level of Contribution |
Homework Assignments | 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 | 12 | 2 | 24 |
Study Hours Out of Class | 3 | 2 | 6 |
Project | 1 | 20 | 20 |
Homework Assignments | 1 | 10 | 10 |
Midterms | 1 | 15 | 15 |
Final | 1 | 15 | 15 |
Total Workload | 90 |