| EDUCATIONAL DESIGN AND EVALUATION (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 |
| EAP5102 | Organizational Behavior and Leadership | Fall | 3 | 0 | 3 | 6 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | Turkish |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assist. Prof. SABİHA DULAY |
| Course Lecturer(s): |
Assist. Prof. BURÇAK ÇAĞLA GARİPAĞAOĞLU Prof. Dr. SELAHATTİN TURAN Assoc. Prof. HATİCE NECLA KELEŞ Assist. Prof. ENİSA MEDE |
| Recommended Optional Program Components: | None |
| Course Objectives: | The aim of this course is to introduce the issues of organizational behavior frequently encountered in educational institutions; to inform students about the concepts and application techniques of organizational behavior; and to provide students with the ability to analyze, and develop recommendations on behavioral and managerial problems at the individual, group and organizational level. |
|
The students who have succeeded in this course; I. Students will discuss and internalize the concept of educational leadership. They will also get familiarize with the different types of educational leadership. II. Students will learn approaches and principles in educational and instructional leadership III. Students will get to know the theories of educational leadership and analyze administrative problems IV. Students will discuss issues of gender and leadership and present alternative administrative solutions V. Students will get to know and discuss balance in educational leadership VI. By analyzing cases, students can look from the lenses of situational leadership and multiple leadership and present alternative solutions. |
| Course content is designed under the titles of instructional leadership, educational leadership, visionary leadership and transformational leadership |
| Week | Subject | Related Preparation |
| 1) | Introduction: Organizations, management and leadership | |
| 2) | Structural Approach and Structuralist Leadership | |
| 3) | Structural Approach and Structuralist Leadership Behaviours (Cont.) | |
| 4) | Human Resource Approach and Human Resource Leadership | |
| 5) | Human Resource Approach and Human Resource Leadership (Cont.) | |
| 6) | Human Resource Approach and Human Resource Leadership (Cont.) | |
| 7) | Political Approach and Political Leadership | |
| 8) | Political Approach and Political Leadership (Cont.) | |
| 9) | Symbolic Approach and Symbolic Leadership | |
| 10) | Symbolic Approach and Symbolic Leadership (Cont.) | |
| 11) | Symbolic Approach and Symbolic Leadership (Cont.) | |
| 12) | Multiple Leadership Behaviour | |
| 13) | Multiple Leadership Behaviour | |
| 14) | Multiple Leadership Behaviour (Cont.) |
| Course Notes / Textbooks: | Lee G. Bolman & Terrence E. Deal (2013). Reframing Organizations: Artistry, Choice and Leadership (5th Ed). San Francisco, CA: Jossey-Bass. |
| References: | Articles provided from various educational leadership journals |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Quizzes | 2 | % 15 |
| Homework Assignments | 2 | % 10 |
| Presentation | 1 | % 10 |
| Project | 1 | % 20 |
| Midterms | 1 | % 15 |
| Final | 1 | % 20 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Presentations / Seminar | 1 | 20 | 20 |
| Homework Assignments | 1 | 40 | 40 |
| Quizzes | 2 | 20 | 40 |
| Midterms | 1 | 25 | 25 |
| Final | 1 | 35 | 35 |
| Total Workload | 202 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Can develop effective teaching processes by using design principles in learning and teaching | |
| 2) | Can create innovative educational environments by analyzing theories and models related to learning systems design. | |
| 3) | Can develop valid and reliable measurement tools by grounding assessment and evaluation processes in education on scientific principles. | |
| 4) | Can generate evidence-based solutions by conducting design and action research to support educational change. | |
| 5) | Can evaluate new approaches and integrate them into practice by following current educational design research. | |
| 6) | Can analyze assessment and evaluation methods in education to select and apply appropriate models. | |
| 7) | Can analyze computer-based exam systems to develop technology-based assessment processes. | |
| 8) | Can conduct comprehensive analyses by using multivariate research methods in educational evaluations. | |
| 9) | Can develop and implement appropriate measurement tools to assess cognitive, affective, and psychomotor skills. | |
| 10) | Can gain a critical perspective on national and international educational measurement and evaluation by examining current developments. | |
| 11) | Can manage instructional design and learning design processes to enhance the effectiveness of educational programs. | |
| 12) | Can improve assessment and evaluation processes by utilizing data analytics and research techniques in education. | |
| 13) | Can develop unique solutions for educational policies and learning systems by employing interdisciplinary approaches. | |
| 14) | Can develop inclusive assessment and evaluation applications by adhering to ethical and fair evaluation principles in education. | |
| 15) | Can conduct an original thesis study in the field of educational design and evaluation by using scientific research methods. | |
| 16) | Can contribute to the field of education by sharing research findings on academic and professional platforms. |