ENGLISH LANGUAGE TEACHING
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
CET2051	Quality in Education	Fall	3	0	3	6

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :
Recommended Optional Program Components:	There is no recommended optional program component.
Course Objectives:	• will be able to develop an understanding of the basic concepts of quality, including international and national quality standards and award programs, and history of the global quality movement. • will be able to provide a basic understanding of "widely-used" quality analysis tools and techniques. Create an awareness of the quality management problem-solving techniques currently in use. • will be able to develop an understanding of strategic quality planning in educational institutions. • will be able to learn how quality improvement programs are implemented in educational institutions. • will be able to develop an understanding of approaches used to continually improve an educational institution’s Quality System.

Learning Outcomes

The students who have succeeded in this course;
At the end of the course students will be able to
• Explain the main concepts of TQM
• Compare TQM philosophies
• Describe TQM processes in educational institutions
• Apply suitable quality analysis tools and techniques in certain contexts, with specific objectives
• Implement quality improvement programs in educational institutions.
• Divide strategic quality planing into processes
• Evaluate quality assurance practices in educational institutions

Course Content

Class will primarily be discussion oriented, facilitated with a combination of cases, presented lecture material and demonstrative exercises. In order to obtain the necessary internal synthesis of this diverse material into a coherent world view, it is imperative that you come to class prepared to discuss the readings and share your own insights. The course covers subjects such as The Concept of Quality, The Quality Movement, Total Quality Management in Education
-Effectiveness and Quality of Schools, The Quality Gurus, Strategic Planning for Quality in Educational Institutions, Quality Awards.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Welcome	Course Introduction
2)	-The Concept of Quality -The Quality Movement	Ch1- p. 1-11 Ch2- p. 12-27
3)	-Total Quality Management in Education -Effectiveness and Quality of Schools	Ch3- p. 27-37
4)	-Models of Quality -The Quality Gurus: Deming, Crosby, Juran, Ishikawa	Ch4- p. 38-50
5)	-The ISO 9000 Series and Education -QUIZ: The quality gurus -How to analyze a case?	Ch5- p. 51-66 Case Study #1
6)	-The Quality Organization -Educational Leadership for Quality	Ch7- p. 75-84
7)	-Teamwork for Quality -Case study	Ch8- p. 80-88 Course Pack- Case Study #2
8)	Strategic Planning for Quality in Educational Institutions	Ch11- p. 104-121
9)	Strategic Planning for Quality in Educational Institutions	web
10)	-TQM Applications in Educational Institutions # 1: SP at Oregon University -Case study	Case Study #3 https://www.det.nsw.edu.au/proflearn/areas/qt/s_stories.htm
11)	-Quality Awards for Education Malcolm Baldridge, EFQM	web
12)	-TQM Applications in Educational Institutions # 2: Ağva High School -Benchmarking -Global Benchmarking Organizations	Case Study: http://okulweb.meb.gov.tr/34/19/243894/dosyalar/tky.doc
13)	Project Presentation
14)	Project Presentation
15)	Final Exam
16)	Final Exam

Sources

Course Notes / Textbooks:	Sallis, E. (2001). Total Quality Management in Education. Kogan Page Limited, London.
References:	Jerome, S.A. (2000). Quality in Education: An implementation handbook. St. Lucie Press: Florida. Yıldırım, H.A. (2002). Eğitimde Kalite Yönetimi. Nobel Yayınları: Ankara. Ensari, H. (1999). 21. Yüzyıl Okulları İçin Toplam Kalite Yönetimi. Sistem Yayıncılık: İstanbul.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	16	% 10
Quizzes	1	% 5
Homework Assignments	5	% 15
Presentation	1	% 10
Project	1	% 20
Midterms	1	% 15
Final	1	% 25
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 55
PERCENTAGE OF FINAL WORK		% 45
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Study Hours Out of Class	14	3	42
Presentations / Seminar	1	8	8
Project	1	15	15
Homework Assignments	5	5	25
Quizzes	1	1	1
Midterms	1	2	2
Final	1	3	3
Total Workload			138

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards.	5
1)	1 Speaks English well and uses concepts related to English Language education and pedagogical formation effectively. 2 Uses knowledge of teaching programs, approaches, methods and assessment and evaluation related to foreign language education. 3 Applies the most appropriate teaching strategies, methods and techniques taking into account the developmental characteristics and individual differences of the students. 4 Develops appropriate materials related to the subject in line with the needs of the students. 5 Integrates technology in foreign language education practices.
2)	2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively.
3)	3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching.
4)	4. develop English language teaching materials according to the needs of the learners with a critical perspective.
5)	5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them.
6)	6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques.
7)	7. Design English language teaching curriculum and lesson plans.
8)	8. Organize effective classrooms that promote English language learning.
9)	9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments.
10)	10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills.
11)	11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements
12)	12. Take into consideration professional and ethical rules and principles.
13)	13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies.
14)	14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies.
15)	15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively.
16)	16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics.	5