| ENGLISH LANGUAGE TEACHING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| CET2051 | Quality in Education | Fall | 3 | 0 | 2 | 6 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi YAVUZ SAMUR |
| 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. |
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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 |
| 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. |
| 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 | ||
| Course Notes: | 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. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 16 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | 1 | % 5 |
| Homework Assignments | 5 | % 15 |
| Presentation | 1 | % 10 |
| Project | 1 | % 20 |
| Seminar | % 0 | |
| Midterms | 1 | % 15 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 25 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 55 | |
| PERCENTAGE OF FINAL WORK | % 45 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| 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 |
| Preliminary Jury | 0 | ||
| Midterms | 1 | 2 | 2 |
| Paper Submission | 0 | ||
| Jury | 0 | ||
| Final | 1 | 3 | 3 |
| Total Workload | 138 | ||
| 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. | |
| 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. |