|
Week |
Subject |
Related Preparation |
| 1) |
Scientific research. Difference between qualitative and quantitative research |
Chapters 1: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. |
| 2) |
Literature review, research statement and research question |
Chapters 2-3: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. |
| 3) |
Theoretical framework |
Chapter 5: Shank, G., & Brown, L. (2007). Exploring educational research literacy. |
| 4) |
Hypotheses and variables |
Chapter 4: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. |
| 5) |
Sampling |
Chapter 5: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. |
| 6) |
Instrument and survey |
Chapter 6: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. |
| 7) |
Observation and interview |
Chapter 7: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. |
| 8) |
Data collection |
Chapters 5-7: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. |
| 9) |
Data collection and ethic rules |
Chapters 5-7: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. |
| 10) |
Quantitative data analysis |
Chapter 6: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. |
| 11) |
Qualitative data analysis |
Chapter 8: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. |
| 12) |
Research validity and reliability |
Web resources and course notes |
| 13) |
Interpretation, reporting and APA |
Chapter 9: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. |
| 14) |
Foundations of mixed method research |
Chapter 12: Shank, G., & Brown, L. (2007). Exploring educational research literacy. |
|
Program Outcomes |
Level of Contribution |
| 1) |
School counselors know and utilize appropriate assessment and evaluation methods in order to support the development of students and clients, to reveal their potential and provide services according the needs of the schools, differentiate different types of the assessment and know basic concepts of standardized and non-standardized measure.
|
5 |
| 2) |
School counselors have a principle of lifelong learning and development by supporting the well-being of an individual, and reflect this principles to all kinds of professional applications, personal life, philosophy of life, and the point of view of people.
|
4 |
| 3) |
School counselors develop new skills by using technology and IT skills, and use technology to development and prepare a comprehensive school counseling programs,to review literature, to keep records, to do a research, and data analysis. |
3 |
| 4) |
School counselors know developmental theories (cognitive, emotional, physical, moral and spiritual) and concepts in life cycle and deeply aware of the impact of psychosocial and cultural factors on human development, propose solutions about developmental crises.
|
4 |
| 5) |
School counselors know the concept of multiculturality and realize the cultural needs of special groups (religion, ethnicity, political position, socioeconomic status, language, sexual preference, age group, individuals with special needs), make for all individuals to access easily to the school counseling program, and respond with interventions that are appropriate to cultural needs. |
3 |
| 6) |
School counselors know the stages of change process withing the framework of counseling theories, exhibit effective counseling skills in determining proper purpose to the client and increasing their capacity to cope with life situations.
|
4 |
| 7) |
School counselors committed to the rules of professional ethics and legal obligations, and acts accordingly, inform people about ethical dilemmas, and continue professional development and competence according the ethics.
|
3 |
| 8) |
School counselors design, implement and direct a comprehensive and developmental school counseling programs, and present group guidance and group counseling activities and individual counseling services.
|
3 |
| 9) |
School counselors know strengths, limitations and personal characteristics of themselves in personal and professional fields, has the knowledge, skills and personal characteristic to be an effective professional staff, refresh professional knowledge continuously, take a supervision if it is necessary, provides support for the development of profession and advocate profession.
|
4 |
| 10) |
School counselors develops, implements, and evaluates crisis intervention programs in schools in crisis situations such as natural disasters and suicide, takes place in the interdisciplinary disaster works and provide psychological first aid services.
|
4 |
| 11) |
School counselors prepare consultation activities about guidance, developmental needs, problems, programs and school activities to individuals, parents, teachers, administrators, develop programs for groups and reach information resources.
|
4 |
| 12) |
School counselors know and apply research methods and statistical analysis; share research results with stakeholders and interpret them, benefit from the results of research while evaluating the program
|
5 |
| 13) |
School counselors keep records related to their implementations, introduces reference institutions to the parents and school staffs and helps the stakeholders to get support from these institutions.
|
4 |
| 14) |
School counselors recognize the current legal issues about special education, identify and directs individuals who need special education.
|
3 |
| 15) |
School counselors know education systems, learning approaches, factors that affect learning, develop critical thinking approach to the problems associated with education, include problem-oriented solutions in counseling program in order to improve students' development.
|
4 |