BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| PERFORMING ARTS | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
Course Introduction and Application Information
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EAP5103 | Finance and Governance in Educational Institutions | Spring Fall |
3 | 0 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Basic information
| Language of instruction: | Turkish |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi ATAKAN ATA |
| Course Lecturer(s): |
Assoc. Prof. SİNEM VATANARTIRAN Dr. BETÜL TARHAN ALKAN |
| Recommended Optional Program Components: | None |
| Course Objectives: | The purpose of the course is to familiarize the participants with the contemporary methods and techniques in inspection and evaluation and to enable them with the necessary strategies to channel these skills into educational settings. |
Learning Outcomes
|
The students who have succeeded in this course; I. Students will discuss and internalize the concept of planning and evaluation. They will also get familiarize with the different types of evaluation II. Students will learn approaches and principles in planning and evaluation within the context of education III. Students will be able to implement institutional evaluation procedures IV. Students will learn and implement appraisal V. Students will get to know the qualities of the inspectors as well as develoing their interpersonal and human relations VI. Students will discuss the importance of the concepts of motivation, institutional climate and health within the context of education |
Course Content
| The course will focus on three major areas that are driving the current evaluation and assessment movement in education: institutional performance; teaching and learning; and student learning and development. In so doing, this course will provide students with theoretical frameworks for understanding evaluation as well as the necessary quantitative and qualitative tools to design and provide valid and reliable empirically-based evidence. The course will also focus on how such evidence is used to evaluate and inform institutional policy as well as strategies for continuous improvement. |
Weekly Detailed Course Contents
| Week | Subject | Related Preparation |
| 1) | Types of inspection | |
| 2) | The concept of evaluation and inspection: Definition and Scope (Dimensions) | |
| 3) | Approaches and Principles of Inspection | |
| 4) | School inspection and evaluation | |
| 5) | Inspecting Administrative Processes | |
| 6) | Inspecting teaching and in class processes | |
| 7) | Evaluating Teacher Performance | |
| 8) | Inspectors Qualities: Role, Responsibility, Behaviour and Process | |
| 9) | Leadership in Inspection | |
| 10) | Human Relations in Inspection | |
| 11) | Mid Term | |
| 12) | Motivation and Morale in Inspection | |
| 13) | Inspection and School Climate, Culture and Health | |
| 14) | Değerlendirme and Mentoring |
Sources
| Course Notes / Textbooks: | Sergiovanni, Thomas J. and Robert J. Starrat.Supervision.(1993). Fifth Ed. New York: Mc Graw Hill |
| References: | Hoy, A.W.& W.K. Hoy.(2009). Instructional Leadership: A Research-based guide to learning in schools. 3rd edition. Boston: Allyn and Bacon. Cogan, Morris. Clinical Supervision.(1973). Boston: Houghton Mifflin. Goldhammer, Robert., Robert Anderson and Robert J. Krajevsky. Clinical Supervision.(1980).2 d edi. New York: Holt, Rinehart and Winston. Hick, Hanne J. Educatuonal Supervision in Principle and Practice.(1960). Hopkins, W. Scott and Kenneth D. Moore. Clinical Supervision. (1993). Wisconsin: WCB Brown and Benchmark. Hoy, W. K.and P. B. Forsyth. Effective Supervision: Theory into Practice.(1986).New York: Random House . |
Evaluation System
| 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 | |
Contribution of Learning Outcomes to Programme Outcomes
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | They acquire theoretical, historical and aesthetic knowledge specific to their field by using methods and techniques related to performing arts (acting, dance, music, etc.). | 2 |
| 2) | They have knowledge about art culture and aesthetics and they provide the unity of theory and practice in their field. | 2 |
| 3) | They are aware of national and international values in performing arts. | 2 |
| 4) | Abstract and concrete concepts of performing arts; can transform it into creative thinking, innovative and original works. | 1 |
| 5) | They have the sensitivity to run a business successfully in their field. | 3 |
| 6) | Develops the ability to perceive, think, design and implement multidimensional from local to universal. | 3 |
| 7) | They have knowledge about the disciplines that the performing arts field is related to and can evaluate the interaction of the sub-disciplines within their field. | 2 |
| 8) | They develop the ability to perceive, design, and apply multidimensionality by having knowledge about artistic criticism methods. | 3 |
| 9) | They can share original works related to their field with the society and evaluate their results and question their own work by using critical methods. | 1 |
| 10) | They follow English language resources related to their field and can communicate with foreign colleagues in their field. | 1 |
| 11) | By becoming aware of national and international values in the field of performing arts, they can transform abstract and concrete concepts into creative thinking, innovative and original works. | 3 |
| 12) | They can produce original works within the framework of an interdisciplinary understanding of art. | 2 |
| 13) | Within the framework of the Performing Arts Program and the units within it, they become individuals who are equipped to take part in the universal platform in their field. | 3 |
| 14) | Within the Performing Arts Program, according to the field of study; have competent technical knowledge in the field of acting and musical theater. | 2 |
| 15) | They use information and communication technologies together with computer software that is at least at the Advanced Level of the European Computer Use License as required by the field. | 3 |