| EDUCATIONAL ADMINISTRATION AND PLANNING (TURKISH, THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT5102 | Research Methods in Education | Fall | 3 | 0 | 3 | 8 |
| Language of instruction: | Turkish |
| Type of course: | Must Course |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Prof. Dr. ALİ BAYKAL |
| Course Lecturer(s): |
Prof. Dr. AYNUR GÜMÜŞ Assoc. Prof. BERNA GÜLOĞLU Prof. Dr. KENAN DİKİLİTAŞ Assist. Prof. BURÇAK ÇAĞLA GARİPAĞAOĞLU Instructor TUĞBA KIRAL ÖZKAN Prof. Dr. HASAN KEMAL SUHER |
| Recommended Optional Program Components: | NONE |
| Course Objectives: | This class will primarily be a conceptual introduction to educational research methods. An overview of the quantitative approach to educational research will be offered. Topics will include types of quantitative research, various designs under these types, research validity (internal and external), stating research hypotheses, sampling, measurement, literature review, preparing a research plan, and writing up a research report. The discussion on qualitative research focuses on the comparison of quantitative and qualitative approaches as well as data collection and data analysis techniques in qualitative research. |
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The students who have succeeded in this course; At the end of this course, students will; o Be able to list and differentiate types of quantitative research. o Understand the issues around strenghtening the research design in terms of internal and external research validity. o Be able to complete a literature review on a given topic in the field of education. o Understand different types of sampling in quantitative research and issues around sampling bias. o Know the psychometric properties of measurement methods and instruments used in education. o Be able to locate measurement instruments and gather information about them using relevant sources. o Improve their ability to comprehend and evaluate research findings in education. o Realize the differences between qualitative and quantitative research methods. o Understand the ways to collect data in qualitative research. o Understand the ways to analyze data in qualitative research. o Improve their ability to plan research in education. o Improve their ability to write up a research report. o Realize the importance of a systematic and disciplined approach in sound educational research. o Understand ethical issues involved in educational research and realize their importance. |
| Types of quantitative research; internal and external validity; statement of research hypotheses; doing literature review; sampling; measurement; preparing a research plan; writing up a research report; characteristics of qualitative research; differences between qualitative and quantitative approaches; data collection in qualitative research; data analysis in qualitative research; ethical principles in educational research. |
| Week | Subject | Related Preparation |
| 1) | Educational research: An overview | Chapter 1: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Merrill – Pearson. |
| 2) | Types of quantitative research | Chapters 7 and 10: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Merrill – Pearson. |
| 3) | Types of quantitative research | Chapters 7 and 10: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Merrill – Pearson. |
| 4) | Types of quantitative research | Chapters 8 and 9: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Merrill – Pearson. |
| 5) | Research validity | Chapters 7, 8, 9, and 10: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Merrill – Pearson. |
| 6) | Research validity | Chapters 7, 8, 9, and 10: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Merrill – Pearson. |
| 7) | Research validity | Chapters 7, 8, 9, and 10: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Merrill – Pearson. |
| 8) | Defining a research problem / Reviewing the literature | Chapters 2 and 3: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Merrill – Pearson. |
| 9) | Selecting a sample | Chapter 5: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Merrill – Pearson. |
| 10) | Selecting measuring instruments | Chapter 6: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Merrill – Pearson. |
| 11) | Selecting measuring instruments | Chapter 6: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Merrill – Pearson. |
| 12) | Preparing a research plan / Writing up a research report / Research ethics | Chapters 4 and 21: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Merrill – Pearson The Belmont Report |
| 13) | Qualitative research | Qualitative Research Packet by the Instructor Ch. 14: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Merrill – Pearson. |
| 14) | Qualitative research | Qualitative Research Packet by the Instructor Ch. 14: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Merrill – Pearson. |
| Course Notes / Textbooks: | Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Merrill – Pearson. |
| References: | Cozby, P.C. (2007). Methods in behavioral research (9th ed.). Boston: McGraw Hill. Creswell, J.W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill – Prentice Hall. Fraenkel, J.R., & Wallen, N.E. (2000). How to design and evaluate research in education (4th ed.). Boston: McGraw Hill. McMillan, J.H., & Schumacher, S. (2001). Research in education (5th ed.). New York: Addison Wesley Longman. Leedy, P.D., & Ormrod, J.E. (2001). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Merrill – Prentice Hall. Vierra, A., Pollock, J., & Golez, F. (1998). Reading educational research (3rd ed.). Upper Saddle River, NJ: Merrill – Prentice Hall. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 20 |
| Project | 1 | % 40 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 20 | |
| PERCENTAGE OF FINAL WORK | % 80 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 14 | 4 | 56 |
| Project | 14 | 5 | 70 |
| Final | 1 | 20 | 20 |
| Total Workload | 188 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Evaluate and apply the theories related to assessment, measurement, quality assurance and accountability systems in educational administration. | 2 |
| 2) | Develop awareness and deep understanding of administrative theories, and leadership; higher education finance, law, and planning and history of educational administration and will be able to discuss on these concepts. | 1 |
| 3) | Integrate learning activities, such as writing reports, problem-solving projects and simulation exercises, methods and techniques for career planning and university catalog analysis. | 5 |
| 4) | Identify concepts related to the most recent information, tools and other scientific sources of educational administration and leadership from the perspectives of national and international standards and use these concepts in their school lives. | 3 |
| 5) | Understand the roles, functions, and interrelationships among schools major constituents, including students,teachers, school administrators, staff, alumni and parents and reflect these into their own experiences. | 1 |
| 6) | Promote diversity initiatives within educational settings. | 4 |
| 7) | Understand developmental theories and develop ideas on these theories. | 3 |
| 8) | Evaluate current educational policies in the context of its possible impact on the future of schools. | 2 |
| 9) | Understand main theories and concepts of educational administration and economy and apply these for the analysis and development of educational systems. | 1 |
| 10) | Understand professional ethics principles in the field and discuss on the practices at schools. | 4 |
| 11) | Critically evaluate research in the field of educational administration and apply their expertise to the further development of educational administration in both national and international platforms. | 1 |
| 12) | Plan and conduct action research studies to implement emerging practices and policies in educational administration and share the results of the data analysis with the community | 5 |