| EDUCATIONAL ADMINISTRATION AND PLANNING (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 |
| CNG5002 | Qualitative Research Methods | 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. ARZU BUYRUK GENÇ |
| Course Lecturer(s): |
Dr. BETÜL TARHAN ALKAN Assist. Prof. SABİHA DULAY |
| Course Objectives: | The aim of the course is to acquire basic knowledge and skills for qualitative research that can be carried out in various situations. |
|
The students who have succeeded in this course; Students who are able to complete this course successfully; 1) Define qualitative research method 2) Define the ethical principles of a qualitative research 3) Know interdisciplinary working methods in a qualitative research 4) Using a qualitative research hypothesis, use data accumulation and analysis 5) Comments on qualitative data |
| How qualitative studies are designed; qualitative approaches to research design (Story Analysis, Narrative, Theory Building, Culture Analysis, Case Study, Action Research); qualitative data collection and analysis; validity and reliability; reporting of the research; ethics in qualitative research. Teaching Methods and Techniques Used in the Course -Case Study -Technology Assisted Learning -Reading -Simulation -Individual Study -Cooperative Learning |
| Week | Subject | Related Preparation |
| 1) | Course objectives, basic principles, guidelines | |
| 2) | Basic transformations in scientific research methods | |
| 3) | The place of qualitative research in the scientific research tradition | |
| 4) | Qualitative research designs | |
| 5) | Qualitative research process, ethics and sampling | |
| 6) | Interview and focus group discussion | |
| 7) | Qualitative data analysis | |
| 8) | Qualitative data analysis | |
| 9) | Midterm | |
| 10) | Validity, reliability, case study | |
| 11) | Common errors in mixed method and qualitative research | |
| 12) | Presentations | |
| 13) | Student presentations | |
| 14) | Student presentations |
| Course Notes / Textbooks: | Creswell, J.W. (2013) Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni (3. Baskıdan Çeviri, Çev. Ed. Bütün, M. ve Demir, S. B.). Ankara: Siyasal Kitabevi Yıldırım, A. & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. 9. Baskı. Ankara: Seçkin Yayıncılık. |
| References: | Glesne, C. (2013) Nitel araştırmaya giriş. 2. Baskı (Çev. Ed. Ersoy, E & Yalçınoğlu, P.) Ankara: Anı Yayıncılık. Merriam, S. B. (2013) Nitel araştırma: Desen ve uygulama için bir rehber (3. Basımdan Çeviri, Çev. Ed. Turan, S.). Ankara: Nobel American Psychological Association-APA. (2012). Publication manual of the American Psychological Association (6th Ed.). Washington, DC: American Psychological Association. Balcı, A. (2000). Sosyal bilimlerde araştırma: yöntem, teknik ve ilkeler. Ankara: Pegem Akademi Yayınları. Baş, T. ve Akturan, A. (2013). Nitel araştırma Yöntemleri: Nvivo ile nitel veri analizi. Ankara: Seçkin Yayıncılık. Karasar, N. (2002). Bilimsel araştırma yöntemi. Ankara: Nobel Yayınları. Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (3. Baskıdan Çeviri, Çev. Ed. Bütün, M. ve Demir, S. B.). Ankara: Pegem Akademi |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 20 |
| Presentation | 1 | % 20 |
| Midterms | 1 | % 25 |
| Final | 1 | % 35 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 65 | |
| PERCENTAGE OF FINAL WORK | % 35 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 14 | 10 | 140 |
| Presentations / Seminar | 1 | 5 | 5 |
| Midterms | 1 | 3 | 3 |
| Final | 1 | 3 | 3 |
| Total Workload | 193 | ||
| 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 |