Child Development and Education with thesis | |||||
Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 |
Course Code: | ÇGE528 | ||||||||
Course Name: | Management and Leadership 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: | Department Elective | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Prof. Dr. ALİ İLKER GÜMÜŞELİ | ||||||||
Course Lecturer(s): |
Prof. Dr. ALİ İLKER GÜMÜŞELİ |
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Course Assistants: |
Course Objectives: | The aim of this course is to examine the importance of leadership in terms of management and educational management, to explain the different aspects of educational leadership from other types of leadership, and to examine leadership practices at various levels. |
Course Content: | Definition of management, management-related concepts, management theories and processes, manager-leader characteristics, interpersonal communication in the managerial process, management of personnel, management functions, examination of various approaches to management practices, decision making and planning, organization, organizational structure, authority and power, motivation, leadership, change and management in organizations, current issues in management. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Information about the Course, Objectives of the Course and Explanation of the Curriculum, Management, Leadership, Educational Leadership, Instructional Leadership The Importance of Management and Leadership for Educational Organizations | |
2) | Similarities And Differences Between Leadership And Management The Concept of Leadership Management in Schools Elements and Forces that Make up Leadership | |
3) | Basic Skills and Processes Required for Effective School Management | |
4) | The Theory of Traits in Leadership and Its Application in Schools | |
5) | Behavioral Theories in Leadership and Its Application in Schools | |
6) | Contingency Theories in Leadership and Its Application in Schools | |
7) | Midterm and Homework Submission. | |
8) | New Approaches in Leadership and Its Effects on Educational Organizations | |
9) | Leadership Standards for Contemporary School Administrators | |
10) | Social Leadership, Ethical Leadership, Organizational Leadership, Political Leadership, Instructional Leadership | |
11) | Managing the School's Curriculum and Instruction | |
12) | Coordinating Curriculum, Monitoring Student Progress, Supervising and Evaluating Teachers | |
13) | Creating a Culture that Supports Learning at School | |
14) | Creating a Culture that Supports Learning at School | |
15) | Instructional Leadership and Instructional Leadership Duties of the School Principal Determining the Mission and Purposes of the School, Explaining | |
16) | Final exam and Thesis examination Assignment Submission |
Course Notes / Textbooks: | Mustafa Aydın, Eğitim Yönetimi Mehmet Şişman, Öğretim Liderliği Vehbi Çelik, Eğitim Liderliği Tamer Koçel, İşletme Yöneticiliği Gümüşeli A. İlker. İlköğretim Okulu Müdürlerinin Öğretim Liderliği Davranışları Gümüşeli A. İlker. Çağdaş Okul Müdürünün Liderlik Alanları |
References: | Warren Bennis, Bir Lider Olabilmek İnayet Pehlivan Aydın, Yönetsel, Mesleki Ve Örgütsel Etik Tony Bush, Teories Of Educational Leadership And Management Elaine K. Mcevan, 7 Steps To Effective Instructional Leadership Jo Blase, Handbook Of Instructional Leadership David Middlewood, Neil Burton, Managing The Curriculum John P. Kotter, What Leaders Really Do Petra E. Snowden & Richard A. Gorton, School Leadership And Administration Leslie W. Rue & Llıyod L. Byars, Supervision Megan Crawford, Lesley Kydd, Ve Colin Riches, Leadership And Teams In Educational Management Sue Law & Derek Golver, Educational Leadership And Learning Janes L. Gibson, John M. İvancevich, James H. Donelly, Jr. Organizations E. Mark Hanson, Educational Administration And Organizational Behavior Wayne K. Hoy & Cecil G. Miskel, Educational Administration Thomas Sergiovanni & Robert J. Starrat, Supervision: Human Perspectives Robert G. Owens, Organizational Behavior In Education: Instructional Leadership And School Reform |
Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
6 |
7 |
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Program Outcomes | ||||||||
1) Has advanced knowledge about cognitive, language, motor, self-care, social and emotional development areas all children aged 0-18. | ||||||||
2) Knows all the concepts related to development and education for children in the 0-18 age group, follows the studies on this subject and plans original studies. | ||||||||
3) The knowledge gained in the areas of cognitive, language, motor, self-care, social-emotional development for children in the 0-18 age group; It is used to make developmental and educational diagnosis for children, families and society in units related to the profession. | ||||||||
4) It identifies the problems of 0-18 age group children and their families in the country in the fields of health, development, education and social services and generates appropriate solutions and original ideas by using their basic knowledge about these problems. | ||||||||
5) They produce original solutions using their advanced knowledge on Child Development and Education, use these solutions in practice, interpret the results by interpreting the information, and critically analyze a set of information. | ||||||||
6) The knowledge gained in the professional field; It can be used for health, education and social service institutions, especially for children and families, works effectively in developmental and educational programs and related projects, and participates in research. | ||||||||
7) Acts in accordance with scientific ethics and observes the psychological conditions of the child and family regarding experimental research on children. | ||||||||
8) Acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation as an example to the society with its appearance, attitudes and behaviors. | ||||||||
9) The individual has sufficient awareness of environmental protection and occupational safety of 0-18 age group including their families and behaves appropriately and participates in quality management and processes. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Has advanced knowledge about cognitive, language, motor, self-care, social and emotional development areas all children aged 0-18. | 1 |
2) | Knows all the concepts related to development and education for children in the 0-18 age group, follows the studies on this subject and plans original studies. | 1 |
3) | The knowledge gained in the areas of cognitive, language, motor, self-care, social-emotional development for children in the 0-18 age group; It is used to make developmental and educational diagnosis for children, families and society in units related to the profession. | 1 |
4) | It identifies the problems of 0-18 age group children and their families in the country in the fields of health, development, education and social services and generates appropriate solutions and original ideas by using their basic knowledge about these problems. | 1 |
5) | They produce original solutions using their advanced knowledge on Child Development and Education, use these solutions in practice, interpret the results by interpreting the information, and critically analyze a set of information. | 4 |
6) | The knowledge gained in the professional field; It can be used for health, education and social service institutions, especially for children and families, works effectively in developmental and educational programs and related projects, and participates in research. | 1 |
7) | Acts in accordance with scientific ethics and observes the psychological conditions of the child and family regarding experimental research on children. | 1 |
8) | Acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation as an example to the society with its appearance, attitudes and behaviors. | 5 |
9) | The individual has sufficient awareness of environmental protection and occupational safety of 0-18 age group including their families and behaves appropriately and participates in quality management and processes. | 5 |
Expression | |
Brainstorming/ Six tihnking hats | |
Individual study and homework | |
Lesson | |
Group study and homework | |
Reading | |
Homework | |
Project preparation | |
Report Writing | |
Q&A / Discussion | |
Social Activities | |
Case Study | |
Web Based Learning |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework | |
Individual Project | |
Group project | |
Presentation | |
Reporting | |
Bilgisayar Destekli Sunum |
Semester Requirements | Number of Activities | Level of Contribution |
Homework Assignments | 1 | % 10 |
Midterms | 1 | % 20 |
Final | 1 | % 60 |
Paper Submission | 1 | % 10 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 15 | 45 |
Laboratory | 2 | 0 |
Application | 2 | 0 |
Special Course Internship (Work Placement) | 2 | 0 |
Study Hours Out of Class | 15 | 45 |
Presentations / Seminar | 16 | 48 |
Homework Assignments | 15 | 45 |
Preliminary Jury | 4 | 0 |
Midterms | 1 | 15 |
Paper Submission | 15 | 15 |
Jury | 2 | 0 |
Final | 1 | 15 |
Total Workload | 228 |