| EDUCATIONAL ADMINISTRATION AND PLANNING (TURKISH, NON-THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GTE5101 | Introduction to Gifted Education and Talent Development | 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 : | Dr. Öğr. Üyesi AYŞİN KAPLAN SAYI |
| Course Lecturer(s): |
Dr. Öğr. Üyesi ENİSA MEDE |
| Course Objectives: | This course aims to give a holistic view on the education of gifted and talented childrenn and to develop knowledge and skills about the classroom applications for gifted and talented children. |
|
The students who have succeeded in this course; Explains the reasons for the need for education of gifted and talented children. Explains the developmental characteristics of gifted and talented children.Explains the methods of diagnosis of students with giftedness. Researching and presenting the practices of a child with giftedness. Decides which teaching method is most appropriate for a child with special abilities. Prepare an Enriched Training Plan for gifted and talented children. |
| Review of the education of gifted and talented children in national or interna-tional contexts; weekly reading assignments and class discussions. |
| Week | Subject | Related Preparation |
| 1) | Considerations for Schools Enrichment Courses Support Training Rooms Ability Discovery and Orientation | Sak, U.(2012) Üstün Zekalılar, Özellikleri, Tanılanmaları ve Eğitimleri, Vize Yayıncılık. |
| 1) | Discuss the course, its functioning and requirements Handling the Concepts of Intelligence, Talent/ Ability and Giftedness | |
| 2) | Characteristics and recognition of gifted / talented children | Eriş, B.(2013). Her Çocuk Üstün Yeteneklidir. Alfa Yayınları |
| 3) | Explaining and implementing Tests Used; Raven SPM Plus Wisc-R, Stanford Binet Test, TKT the Creative Thinking Test | Cohen, R.J. (2014). Psikolojik Test v Değerleme. Nobel Yayınları. |
| 4) | Explaining and implementing the Tests Used Raven SPM Plus Wisc-R, Stanford Binet Test, TKT Creative Thinking Test | Cohen, R.J. (2014). Psikolojik Test v Değerleme. Nobel Yayınları. |
| 5) | Practice of Home Education for Gifted / Talented Children Thinking Skills, Supporting Creativity-Social Emotional Development | Sayı, A. (2013) Farklılaştırılmış Yabancı Dil Öğretiminin Üstün Zekalı Öğrencilerde Erişiye, Eleştirel Düşünmeye ve Yaratıcılığa Etkisi, Yayınlanmamış Doktora Tezi |
| 6) | Practice of Home Education for Gifted / Talented Children Thinking Skills, Supporting Creativity-Social Emotional Development | Sayı, A. (2013) Farklılaştırılmış Yabancı Dil Öğretiminin Üstün Zekalı Öğrencilerde Erişiye, Eleştirel Düşünmeye ve Yaratıcılığa Etkisi, Yayınlanmamış Doktora Tezi |
| 7) | Practice of Home Education for Gifted / Talented Children Thinking Skills, Supporting Creativity-Social Emotional Development | Sayı, A. (2013) Farklılaştırılmış Yabancı Dil Öğretiminin Üstün Zekalı Öğrencilerde Erişiye, Eleştirel Düşünmeye ve Yaratıcılığa Etkisi, Yayınlanmamış Doktora Tezi |
| 8) | Practice of Home Education for Gifted / Talented Children Thinking Skills, Supporting Creativity-Social Emotional Development | Sayı, A. (2013) Farklılaştırılmış Yabancı Dil Öğretiminin Üstün Zekalı Öğrencilerde Erişiye, Eleştirel Düşünmeye ve Yaratıcılığa Etkisi, Yayınlanmamış Doktora Tezi |
| 9) | MID-TERM EXAM | |
| 10) | Important ıssues for Schools; Enrichment Courses Support Training Rooms Ability Discovery and Orientation | Sak, U.(2012) Üstün Zekalılar, Özellikleri, Tanılanmaları ve Eğitimleri, Vize Yayıncılık. |
| 11) | Important ıssues for Schools; Enrichment Courses Support Training Rooms Ability Discovery and Orientation | Sak, U.(2012) Üstün Zekalılar, Özellikleri, Tanılanmaları ve Eğitimleri, Vize Yayıncılık. |
| 12) | Considerations for Schools Enrichment Courses Support Training Rooms Ability Discovery and Orientation | Sak, U.(2012) Üstün Zekalılar, Özellikleri, Tanılanmaları ve Eğitimleri, Vize Yayıncılık. |
| 13) | Considerations for Schools Enrichment Courses Support Training Rooms Ability Discovery and Orientation | Sak, U.(2012) Üstün Zekalılar, Özellikleri, Tanılanmaları ve Eğitimleri, Vize Yayıncılık. |
| 14) | Critical analysis of techniques and practices. |
| Course Notes / Textbooks: | 1-Sayı, A. (2013) Farklılaştırılmış Yabancı Dil Öğretiminin Üstün Zekalı Öğrencilerde Erişiye, Eleştirel Düşünmeye ve Yaratıcılığa Etkisi, Yayınlanmamış Doktora Tezi 2-Kaya&Ogurlu (2015). Growing up Gifted: Üstün Zekalı olarak Büyümek; Nobel yayınları. 3- Sak, U.(2012) Üstün Zekalılar, Özellikleri, Tanılanmaları ve Eğitimleri, Vize Yayıncılık. 4- Yılmaz, D. (2015) Üstün Yetenekliler İçin Psikolojik Danışma ve Rehberlik Uygulamaları. Nobel Yayınları 5-Mendaglio, S.&Peterson, J.S.(2016). Çev: Aziz Yıldırım.Üstün Yetenekliler Danışmanlık Modelleri, Nobel Yayıncılık. 6- Eriş, B.(2013). Her Çocuk Üstün Yeteneklidir. Alfa Yayınları 7-Ek Okuma: Eriş, B.(2017). Anne Beynim Aç 8-Sekman, M.& Eris, B.(2017). Çocuklar Nasıl Başarır? |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 30 |
| Midterms | 1 | % 30 |
| Final | 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 |
| Application | 2 | 25 | 50 |
| Study Hours Out of Class | 14 | 5 | 70 |
| Presentations / Seminar | 2 | 3 | 6 |
| Homework Assignments | 5 | 6 | 30 |
| Midterms | 1 | 1 | 1 |
| Final | 1 | 1 | 1 |
| Total Workload | 200 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Evaluate and apply the theories related to assessment, measurement, quality assurance and accountability systems in educational administration. | |
| 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. | |
| 3) | Integrate learning activities, such as writing reports, problem-solving projects and simulation exercises, methods and techniques for career planning and university catalog analysis. | |
| 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. | |
| 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. | |
| 6) | Promote diversity initiatives within educational settings. | |
| 7) | Understand developmental theories and develop ideas on these theories. | |
| 8) | Evaluate current educational policies in the context of its possible impact on the future of schools. | |
| 9) | Understand main theories and concepts of educational administration and economy and apply these for the analysis and development of educational systems. | |
| 10) | Understand professional ethics principles in the field and discuss on the practices at schools. | |
| 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. | |
| 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 |