GIFTED AND TALENTED 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 |
EAP5111 | Selected Topics in Education | 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 : | Assoc. Prof. SEDA SARAÇ |
Recommended Optional Program Components: | None |
Course Objectives: | The goal of this course is to widen students' perspectives and awareness about the selected topics of interest through seminars offered by the faculty, guest speakers and graduate students themselves preparing a special topic to be presented. |
The students who have succeeded in this course; At the end of this course, students will 1) have a basic understanding of the latest trends in education 2) acknowledge a wide variety topics of special interest in education 3) be able to critally assess the literature in education |
This course encompasses a wide variety of topics of interests such as: New developments in educational technologies, new formulations of teaching and learning, new trends in education, learning organizations, educating a "whole person" and a "world citizen" |
Week | Subject | Related Preparation |
1) | Welcome! Course / Student Introductions Review of syllabus and course requirements; textbook and assignments | Course Syllabus |
2) | Emerging Issues Related to Education Management | OECD (2012),Connected Minds: Technology and Today's Learners, Educational Research and Innovation, OECD Publishing. doi: 10.1787/9789264111011-en |
3) | Current Issues and Trends in Education | Aldridge J, & Goldman, R. (2006). Current Issues and Trends in Education. Pearson |
4) | Ethical Issues in Educational Management | Fenner, D. E. W. (1999). Ethics in Education. Routledge |
5) | Ethical Issues in Educational Management | Fenner, D. E. W. (1999). Ethics in Education. Routledge |
6) | Comparison of Turkish education system with the other countries’ educational system (like Japan, U.S.A., U.K., EU, Finland) | Nohl, A.M., Wigley, A. A., Wigley, S. (2008). Education in Turkey.Waxmann Verlag. |
7) | Comparison of Turkish education system with the other countries’ educational system (like Japan, U.S.A., U.K., Finland, EU) | Nohl, A.M., Wigley, A. A., Wigley, S. (2008). Education in Turkey.Waxmann Verlag. |
8) | Agencies of control in educational system – internal and external | |
9) | Organizational levels of education : pre primary, primary, secondary, higher education, its growth and development, problems and challenges, social relevance | |
10) | Policy development and implementation | Tarman, B. (2008). The European Union and the Modernization of the Turkish Education System. Cambria Press. Inal, R. & Akkaymak, G. (2012). Neoliberal Transformation of Education in Turkey: Political and Ideological Analysis of Educational Reforms in the Age of the AKP. Palgrave Macmillan |
11) | Turkish Educational Reform | Tarman, B. (2008). The European Union and the Modernization of the Turkish Education System. Cambria Press. Inal, R. & Akkaymak, G. (2012). Neoliberal Transformation of Education in Turkey: Political and Ideological Analysis of Educational Reforms in the Age of the AKP. Palgrave Macmillan |
12) | Privatization of educational institutions (its importance and problems) | |
13) | Teaching Digital Citizenship | Farmer, L. S. J. (2010). Teaching Digital Citizenship. 9th WSEAS International Conference on EDUCATION and EDUCATIONAL TECHNOLOGY (EDU '10). Iwate Prefectural University, Japan |
14) | Life-long Learning | Gorand, S., Rees, G., Fevre, R., & Furlong, J. (1998). Learning trajectories: Travelling towards a learning society? International Journal of Lifelong Education, 17(6), 400-410. |
Course Notes / Textbooks: | Aldridge, J., Goldman, R. (2006). Current Issues and Trends in Education (2nd Ed). Pearson. Ubben, G.C., Hughes, L.W., & Norris, C.J. (2010). the Principal: Creative Leadership for excellence in schools (7th Ed). Pearson. Tarman, B. (2008). The European Union and the Modernization of the Turkish Education System. Cambria Press. Inal, R. & Akkaymak, G. (2012). Neoliberal Transformation of Education in Turkey: Political and Ideological Analysis of Educational Reforms in the Age of the AKP. Palgrave Macmillan OECD (2012),Connected Minds: Technology and Today's Learners, Educational Research and Innovation, OECD Publishing. doi: 10.1787/9789264111011-en Fenner, D. E. W. (1999). Ethics in Education. Routledge Nohl, A.M., Wigley, A. A., Wigley, S. (2008). Education in Turkey.Waxmann Verlag. |
References: | Aldridge, J., Goldman, R. (2006). Current Issues and Trends in Education (2nd Ed). Pearson. Ubben, G.C., Hughes, L.W., & Norris, C.J. (2010). the Principal: Creative Leadership for excellence in schools (7th Ed). Pearson. Tarman, B. (2008). The European Union and the Modernization of the Turkish Education System. Cambria Press. Inal, R. & Akkaymak, G. (2012). Neoliberal Transformation of Education in Turkey: Political and Ideological Analysis of Educational Reforms in the Age of the AKP. Palgrave Macmillan OECD (2012),Connected Minds: Technology and Today's Learners, Educational Research and Innovation, OECD Publishing. doi: 10.1787/9789264111011-en Fenner, D. E. W. (1999). Ethics in Education. Routledge Nohl, A.M., Wigley, A. A., Wigley, S. (2008). Education in Turkey.Waxmann Verlag. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Homework Assignments | 2 | % 30 |
Presentation | 1 | % 20 |
Project | 1 | % 40 |
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 |
Study Hours Out of Class | 14 | 5 | 70 |
Presentations / Seminar | 1 | 15 | 15 |
Project | 1 | 25 | 25 |
Homework Assignments | 2 | 20 | 40 |
Total Workload | 192 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | 1 - Knowledge Theoretical - Conceptual 1) Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications. 2) To be able to comprehend the interdisciplinary interaction with which the field is related. | |
2) | 2 - Skills Cognitive - Practical 1) To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. 2) To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines, 3) To be able to solve the problems encountered in the field by using research methods. | |
3) | Communication and Social Competence 1) To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data. 2) To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. | 3 |
4) | Learning Competence 1) To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. | |
5) | Field Specific Competence 1) To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. 2) To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes. 3) To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. | |
6) | Competence to Work Independently and Take Responsibility 1) Being able to independently carry out a work that requires expertise in the field. 2) To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility. 3) Being able to lead in environments that require the resolution of problems related to the field. |