| Week |
Subject |
Related Preparation |
| 1) |
Introduction to the course and brief introduction to the concept of classroom management |
- |
| 2) |
Discipline philosophies, teaching as a developmental process, teacher power and systems of management |
Wolfgang, Ch. 1&2 |
| 3) |
The learning culture and climate in classroom |
Subject related reading |
| 4) |
Rule setting, application and teacher as a leader |
Subject related reading |
| 5) |
Management of teaching-learning processes and time in classroom |
Subject related reading |
| 6) |
Communication, group interaction and motivation in classroom |
Subject related reading |
| 7) |
Alternative approaches and models in classroom management:
I - Rules and Consequences Approach, Behavior Analysis Model |
Wolfgang, Ch.3 |
| 8) |
Alternative approaches and models in classroom management:
I - Rules and Consequences Approach, Positive Discipline Model
|
Wolfgang, Ch.4 |
| 9) |
Alternative approaches and models in classroom management:
I - Rules and Consequences Approach, Assertive Discipline Model
|
Wolfgang, Ch.5 |
| 10) |
Alternative approaches and models in classroom management:
II - Confronting/Contracting Approach, The Social Discipline Model of Rudolf Dreikurs - Adlerian Model
|
Wolfgang, Ch.7 |
| 11) |
Alternative approaches and models in classroom management:
II - Confronting/Contracting Approach, Glasser's Reality Therapy, Control Theory and The Quality School
|
Wolfgang, Ch.8 |
| 12) |
Alternative approaches and models in classroom management:
II - Confronting/Contracting Approach, The Judicious Discipline Model
|
Wolfgang, Ch.9 |
| 13) |
Alternative approaches and models in classroom management:
III - Relationship-Listening Approach, The Rogerian (Emotionally Supportive Model)
|
Wolfgang, Ch.11 |
| 14) |
Clasroom Management: A Preventive Process
Management of Teacher-Parent interviews
Designing One's Own Model of Discipline |
Wolfgang, Ch.13-14 |
| 15) |
Final Week |
|
| 16) |
Final Exam |
|
| |
Program Outcomes |
Level of Contribution |
| 1) |
Evaluate and apply the theories related to assessment, measurement, quality assurance and accountability systems in educational administration. |
3 |
| 2) |
Develop awareness and deep understanding of administrative theories, and leadership; higher education finance, law, and planning and history of educational administration and will be able to discuss on these concepts. |
2 |
| 3) |
Integrate learning activities, such as writing reports, problem-solving projects and simulation exercises, methods and techniques for career planning and university catalog analysis. |
3 |
| 4) |
Identify concepts related to the most recent information, tools and other scientific sources of educational administration and leadership from the perspectives of national and international standards and use these concepts in their school lives. |
2 |
| 5) |
Understand the roles, functions, and interrelationships among schools major constituents, including students,teachers, school administrators, staff, alumni and parents and reflect these into their own experiences. |
2 |
| 6) |
Promote diversity initiatives within educational settings. |
4 |
| 7) |
Understand developmental theories and develop ideas on these theories. |
4 |
| 8) |
Evaluate current educational policies in the context of its possible impact on the future of schools. |
4 |
| 9) |
Understand main theories and concepts of educational administration and economy and apply these for the analysis and development of educational systems. |
4 |
| 10) |
Understand professional ethics principles in the field and discuss on the practices at schools. |
4 |
| 11) |
Critically evaluate research in the field of educational administration and apply their expertise to the further development of educational administration in both national and international platforms. |
3 |
| 12) |
Plan and conduct action research studies to implement emerging practices and policies in educational administration and share the results of the data analysis with the community |
2 |