| EARLY CHILDHOOD EDUCATION (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 Dr. Öğr. Üyesi 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) | Students will be able to create developmentally and culturally appropriate early childhood learning environments that encourage individual and collaborative learning. | 2 |
| 2) | Students will be able to integrate knowledge of child development and learning, subject-matter/disciplinary content, interdisciplinary themes, research and inquiry methods to early childhood pedagogy. | 4 |
| 3) | Students will be able to use multiple tools and methods of early childhood assessments to continuously monitor and document children’s progress and to guide instruction. | 2 |
| 4) | Students will be able to demonstrate critical thinking skills, inquiry, creativity, initiative and innovation to solve a range of problems in everyday situations. | 1 |
| 5) | Students will be able to cooperate and collaborate with colleagues, families, community, other individuals and agencies in ways that contribute to development and learning of young children. | 2 |
| 6) | Students will be able to value diverse opinions, belief systems, cultures and contribution of others. | 1 |
| 7) | Students will be able to demonstrate competence in effective communication in written, spoken, nonverbal and electronic forms. | 1 |
| 8) | Students will be able to use English at B2 level to support personal and professional activities. | 3 |
| 9) | Students will be able to utilize appropriate pedagogical and professional knowledge and skills in planning, implementation, and evaluation of early childhood curriculum and services. | 1 |
| 10) | Students will be able to demonstrate commitment to early childhood profession, professionalism, lifelong learning, ethics, personal and professional growth. | 1 |
| 11) | Students will be able to access and analyze information from a variety of sources, including information and communication technology, to attain personal and professional goals. | 1 |
| 12) | Students will be able to demonstrate skills in self-discipline, time and information management, individual and team work in interdisciplinary projects. | 1 |