| 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 |
| EAP5104 | Conflict Management in Educational Institutions | Spring | 3 | 0 | 3 | 8 |
| 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 Assoc. Prof. EBRU OĞUZ Assist. Prof. SABİHA DULAY |
| Recommended Optional Program Components: | none |
| Course Objectives: | Aim of the course on the management and resolution of conflict in organizations to provide information and analysis, managers and staff to contribute to the development of conflict management skills, to gain awareness. |
|
The students who have succeeded in this course; I. Conflict is accepted as a part of everyday life and to help prevent the conflict from becoming too destructive processes to know, would be to try and improve the overall recovery. II. Conflict in the external environment and internal environment in which it operates, taking into account the solution approaches to analyze problems, understand and be able to produce long-term solutions. III. In the long term, taking into account the environmental aspects of the conflict-solving skills yapılandırabilecek and necessary to ensure that the rule change / transformation propose. IV. Conflict and Conflict Management and conflict management strategies in line with the discovery of a sense of responsibility, ability to comprehend and their solutions in the light of the entity will be able to ensure the long-term. V. The sources of conflict in individual and team-based learning process is the process of communication, mediation, control sample and research will have acquired a variety of skills. |
| Course content; organizations to manage the conflict to reach this logic techniques and logic development and analysis of an administrator or a higher qualification of candidates won their institutions sezinleyip conflict conflict is to use the basic tools needed to manage. |
| Week | Subject | Related Preparation |
| 1) | Introduction | Meeting, giving information about the course |
| 2) | Introduction to the Concept of Conflict | What is Conflict? |
| 3) | conflict Properties | Stages of Conflict, Types of Conflict, Resources, Results |
| 4) | Conflict Management Strategies | Integration, To comply obedience |
| 5) | Conflict Management Strategies | Conflict Management, The Removal of conflicts, Factors Affecting Collisions, |
| 6) | Conflict Management Strategies | domination, avoidance, |
| 7) | Conflict Management Strategies | Mutual Compromise Settlement-making, Selection of appropriate strategies, |
| 8) | Mid term exam | - |
| 9) | Control the temper of the conflict | Feeling of anger, responses, Awareness, The reason for Strengthening of the individual himself, Expressing anger, |
| 10) | Contact the Process of Conflict | Perception of the message, Confidence Building, listening |
| 11) | mediation | Third Party Roles in the conflict, Support Roles, Roles of the Agreement, Mediation Formats Process, |
| 12) | Discussion of Disputes | negotiation, Bargaining Concepts, Decision Making, Pre-Conditions, preparation, interests, rights, Power, Principled Negotiation, |
| 13) | A Study on Conflict Management in Schools | Olat Critical Analysis Technique, Conflict Issues and Causes, Management Strategies, Effects of the conflict, |
| 14) | Case Analysis Report | - |
| 15) | Case Analysis Report | - |
| 16) | final exam | - |
| Course Notes / Textbooks: | Atay, Osman, İşletme Programı Ders Notları, Kahramanmaraş Sütçü İmam Üniversitesi Aydın, Mustafa, Eğitim Yönetimi, Hatipoğlu Yayınevi, Ankara 1991 Canlı, Ebru,“Örgütlerde Kişilerarası Çatışmalar”, İ.Ü. S.B.F. Psik. Böl.,Y. Lisans Tezi, 2 Kindler, Herbert S., İş Yaşamında Anlaşmazlıkların Yapıcı Çözümü, Rota Yay., İst. 1997 Onaran, Oğuz, Örgütlerde Karar Verme, A.Ü. S.B.F. Yayınları No:321, Ankara 1971 Öncü, Ayşe, Örgüt Sosyolojisi, Sosyal Bilimler Derneği Yayınları : G- 7,Ankara 1976 Sabuncuoğlu,Zeyyat, Örgütsel Psikoloji, Alfa Kitabevi, Bursa 1998 |
| References: | - |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Midterms | 1 | % 30 |
| Final | 1 | % 60 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 14 | 4 | 56 |
| Presentations / Seminar | 4 | 3 | 12 |
| Project | 6 | 8 | 48 |
| Quizzes | 2 | 2 | 4 |
| Midterms | 1 | 15 | 15 |
| Final | 1 | 15 | 15 |
| Total Workload | 192 | ||
| 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. |