BAŞKENT UNIVERSITY INSTITUTE OF EDUCATIONAL SCIENCES MASTER PROGRAM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION WITH THESIS

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1 BAŞKENT UNIVERSITY INSTITUTE OF EDUCATIONAL SCIENCES MASTER PROGRAM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION WITH THESIS INFORMATION ABOUT THE PROGRAM General Description: The need for highly qualified educational administrators in Turkey results from several reasons such as the rapid technological, social, political and economic changes and their impact on education, the fact that the majority of the school administrators and supersvisors in the developed countries hold post-graduate degrees and the relevant perceived demand for their peers in Turkey. Moreover, due to the recent restructuring of education faculties, the secondary school teachers graduate by already holding their Master degrees. Therefore, those who will be responsible for leading and supervising them need to be at least as knowledgeable and qualified as teachers are. Within this frame, the primary aim of Masters in Educational Administration and Supervision With Thesis Programme is to train the leading educational administrators and supervisors who will comply with the demands of the Turkish Education System in the 21st century as well as to provide the necessary academic and research force in the field. DEPARTMENT COORDINATOR FOR ECTS: Name & Surname: Instructor Dr. Deniz Örücü Address: Başkent Üniversitesi, Eğitim Fakültesi, Bağlıca Kampüsü, Eskişehir Yolu 20. km. Bağlıca Ankara Türkiye Phone number: /1053 Fax: General information about the department: Full time instructors: 5

2 Main Research areas: Educational Administration, Supervision, Leadership, Administration Processes Brief description of physical facilities at the department: The students can benefit from the library and computer laboratories of the university Grading scheme and if available, grade distribution guidance Grading scheme Grade Points Baskent University Grade System 4.0 A A 3.7 A- A 3.3 B+ B 3.0 B B 2.7 B- B 2.3 C+ C 2.0 C C 0.0 F F ETCS Grade Approximate Grade Distribution Guidance ECTS Grade A Percentage.10 B.20 C.25 D.20 E.15 F.10 Structure of the Program: Objectives: The primary aim of Masters in Educational Administration and Supervision With Thesis Programme is to train the leading educational administrators and supervisors who will comply with the demands of the Turkish Education System in the 21st century as well as to provide the necessary academic and research force in the field. PROGRAM QUALIFICATIONS FOR EDUCATIONAL ADMINISTRATION, SUPERVISION, ECONOMICS AND PLANNING

3 INSTRUCTION: As the generic and field-specific qualifications of the programme correspond, they are provided concomitantly. EASEPQ1: Being able to deepen the knowledge base of educational sciences within the framework of theories and practice of EASEP field, evaluating the relationships between theory and practice in the field. EASEPQ2: Being capable of conducting interdisciplinary research by utilizing the knowledge and skills of the field as well as apprehending its relationship with other relevant fields such as psychology, sociology, philosophy, generla management, economics and politics. EASEPQ3: Being capable of implementing the relevant knowledge of EASEP in developing and managing educational organizations at different levels. EASEPQ4: Being able to define the related problems of educational administration and supervision in the education system by utilizing the possessed knowledge, and to develop new perspectives through the new knowledge attained from relevant disciplines EASEPQ5: Being able to conduct research by evaluating the related problems in the field and utilizing various and appropriate research methods (qualitative/quantitative/mixed), and to suggest solutions for the problems of the education system. EASEPQ6: Being able to possess the necessary knowledge and skills of statistics softwares for conducting educational research and to use the required information and communication technologies for exchanging knowledge and data. EASEPQ7: Departing from the theory and approaches related with the problems in EASEP field, being able to produce solution models and to implement these models in the entire system in the direction of the results. EASEPQ8: Attaining the necessary knowledge of research methodology and knowledge base in the EASEP field to conduct indepent research and being able to implement the skills of teamwork in order to reach efficient outcomes in interdisciplinary studies. EASEPQ 9: Being able to evaluate the EASEP-related assumptions, ideas and thories in a sceptical, rational, analytical and independent fashion through critical view.. EASEPQ10: Being able to convey the recent developments and one s own scientific studies in the EASEP field to the individuals, institutions and organizations present inside and outside the field. EASEPQ11: Internalizing the professional development and life-long learning principles through possessing the awareness of the necessity of life-long learning in the EASEP field and in one s personal development. EASEPQ12: Being able to manage the dynamics of social relationships in enacting people and demonstrating the leadership skills required by the social and educational settings. EASEPQ13: Being able to possess the knowledge of at least one foreign language with oral and written communication skills in order to follow international publications in the field, to participate in various social interaction and scientific communities,and to share one s own scientific research within the international arena.

4 EASEPQ14: Through interpreting the strategies, politics and plans developed for the education system in terms of theories and principles in the EASEP field, being able to evaluate the results within the national and international framework of quality indicators. EASEPQ15: Through the awareness of social, scientific and ethical values related with the field, being able to coordinate the research process within the framework of these values. EASEPQ16:Being able to evaluate the social, economic, cultural developments as well as scientific developments in education within the national policies and and nationally held resources. EASEPQ17. Attaining the leadership skills that will help to motivate the human resource in the direction of the organizational goals in educational organizations and to lead them to the vision of educational institutions. EASEPQ18: By analyzing the impact of international educational policies on the national educational policies, being able to develop new points of view at national level. EASEPQ19: Being capable of implementing strategies and processes related with change management in schools by analyzing the nature of internal and external forces creating change in schools within the frame of Learning Outcomes: The master graduate candidates of educational administration and supervision will be able to; 1. apply principles and theories to educational administration and supervision field. 2. percieve the problems faced in their field and bring solutions to those problems 3. analyze the change process and manage the changes 4. conduct scientfic reserches concerning educational administration and supervision and they can present and publish those conducted reaserches 5. develop new appraches about their field. Graduation Requirements: The Master of Sciences (M.A) program in Master Program Of Educational Administration And Supervision With Thesis consists of two parts; courses and thesis. During the first two semesters, the students are supposed to take 9 courses (24 credits) successfully. From the beginning of third semester, the students are supposed to start studying for their thesis, which will be written in Turkish, under the guidance of thesis advisor that Institute Of Educational Sciences and the Department of Educational Sciences will appoint. Apart from the compulsory courses, the elective courses that the students will take will be determined by the Department of Educational Sciences and the thesis advisor. Course Structure Diagram FIRST SEMESTER Code Course T P C ECTS C/E

5 EYD 601 Organizational Behavior C EYD 603 Theory and Practice in Educational Administration C EYD 605 Educational Supervision C Elective Course I E TOTAL CREDİTS: 12 TOTAL ECTS CREDİTS:30 SECOND SEMESTER Code Course T P C ECTS C/E EYD 602 Research Methods C EYD 604 Educational Statistics C EYD 608 Educational Ledership C EYD 600 Seminar C Elective Course II E TOTAL CREDİTS:12 TOTAL ECTS CREDİTS: 30 THIRD SEMESTER Code Course T P C ECTS C/E EYD 699 Thesis C FOURTH SEMESTER ECTS CREDİTS: 30 Code Course T P C ECTS C/E EYD 699 Thesis C ECTS CREDİTS: 30 TOTAL ECTS REDITS:120 COURSE UNIT TITLE COURSE UNIT CODE SEMESTER THEORY + PRACTICE (Hour) ECTS Theory and Practice in Educational Administration EYD LANGUAGE OF INSTRUCTION TYPE OF COURSE UNIT LEVEL OF COURSE UNIT NAME OF LECTURER(S) Turkish Compulsory Master's (Second Cycle) Associate Prof. Dr. Sadegül Akbaba Altun

6 LEARNING OUTCOMES OF THE COURSE UNIT At the end of this course, students will be able to, Remember and apply educational administration theories to the problems that they face Apply administrative process to the educational administration field. Analyze education system in terms of aims, structure, process and climate dimensions. MODE OF DELIVERY PREREQUISITES AND CO-REQUISITES RECOMMENDED OPTIONAL PROGRAMME COMPONENTS Face to face COURSE CONTENT WEEK TOPICS 1 Week The features of educational administration field 2 Week Assessment of administrative processes 3 Week Open systems, social systems: comperiason of needs of the organizations and individuals 4 Week Alternative paradigms in administration 5 Week Administrative processes 6 Week School Management 7 Week Admnistrators training and their problems 8 Week Problems that educational administratior face 9 Week Organizational health, organizational culture, organizational climate 10 Week Effective school 11 Week Leraning organizations 12 Week Leadership 13 Week Cource evaluation 14 Week Final RECOMENDED OR REQUIRED READING Akbaba-Altun, S. (2001). Örgüt sağlığı. Ankara: bel Yayınevi. Başaran, İ.E. (2000). Eğitim yönetimi: Nitelikli okul. (4. Baskı).Ankara: Feryal Matbaası. Bursalıoğlu, Z. (1991). Okul yönetiminde yeni yapı ve davranış. Ankara: Pegem. Campbell, R. F., Fleming, T., Newell, J. J., Bennion, J. W. (1987). A history of thought and practice in educatıonal administration. New York: Teachers College. Çelik, V. (1999). Eğitimsel liderlik. Ankara: Pegem Erçetin, Ş.(1999). Liderlik sarmalında vizyon. Ankara Kaya, Y.K. (1993). Eğitim yönetimi: Kuram ve Türkiyedeki uygulama. (5. Baskı).

7 Ankara: Bilim Kitap Kırtasiye. Şişman, M. (1998). Eğitim yönetiminde kuram ve araştırmada alternatif paradigma ve yaklaşımlar. Kuram ve Uygulamada Eğitim Yönetimi, 4(16), Şimşek, H. (1997). Pozitivizm ötesi paradigmatik dönüşüm ve eğitim yönetiminde kuram ve uygulamada yeni yaklaşımlar. Kuram ve Uygulamada Eğitim Yönetimi, 3(1), Töremen, F. (2000). Kaos teorisi ve eğitim yöneticisinin rolü. Kuram ve Uygulamada Eğitim Yönetimi, 6(22), PLANNED LEARNING ACTIVITIES AND TEACHING METHODS Lecture, Question and Answer, Discussion. WORK PLACEMENT(S) N/A ASSESSMENT METHODS AND CRITERIA Quantitiy Percentage Mid-terms 1 30 Assignment 1 10 Exercises 0 0 Projects 1 10 Practice 0 0 Presentation 0 0 Total (%) 50 Contribution of In-term Studies to Overall Grade 50 Contribution of Final Examination to Overall Grade 50 Total (%) 100 COURSE UNIT TITLE COURSE UNIT CODE SEMESTER THEORY + PRACTICE (Hour) ECTS Educational Leadership EYD LANGUAGE OF INSTRUCTION TYPE OF COURSE UNIT LEVEL OF COURSE UNIT NAME OF LECTURER(S) Turkish Compulsory Master's (Second Cycle) Dr. Talip Can

8 LEARNING OUTCOMES OF THE COURSE UNIT At the end of this course, students will be able to, Comprehend the importance of supervision in Turkish education system Be knowledgeable about the process of supervision in Turkish education system Be aware of contribution of supervision to the education system MODE OF DELIVERY PREREQUISITES AND CO-REQUISITES RECOMMENDED OPTIONAL PROGRAMME COMPONENTS Face to face COURSE CONTENT WEEK TOPICS 1 Week Supervision concepts 2 Week Supervisors roles and competencies: Leaders and administrators 3 Week Supervisors roles and competencies: Guidance, Investigations 4 Week Supervisors competencies 5 Week Supervisors selection techniques 6 Week Preparations of supervisors 7 Week Dimensions of supervision 8 Week Supervision models: Scientific supervision 9 Week Supervision models: Artistics Supervision 10 Week Supervision models: Clinic supervision 11 Week Supervision models: Developmental supervision 12 Week Supervision models: Differentiated Supervision 13 Week Describe the situations: Aims, types, and principles 14 Week Observation and assessment RECOMENDED OR REQUIRED READING Aydın, İnayet. Öğretimde Denetim. Durum Saptama, Değerlendirme ve Gelişme. Ankara: Pegem A Aydın, Mustafa. Çağdaş Eğitim Denetimi. Genişletilmiş Üçüncü Baskı, Ankara: Pegem Yayın : 4, Başar, Hüseyin. Eğitim Denetçisi. Ankara: Pegem A, Taymaz, Haydar. Teftiş: Kavramlar, İlkeler, Yöntemler. Ankara: Gül Yayınevi ve Dağıtım Merkezi Sağlamer, Emin. İlköğretimde Teftiş. Ankara: MEB Talim ve Terbiye Dairesi, Sorguç, Bahir. Adli Soruşturma. Ankara: Milli Eğitim Basımevi, Sorguç, Bahir. Disiplin ve İdari Soruşturma. Ankara: Milli Eğitim Basımevi, Anayasa, Milli Eğitimle ilgili kanunlar, tüzükler, yönetmelikler/önemli emirler.

9 Denetim konusunda yapılan tezler. PLANNED LEARNING ACTIVITIES AND TEACHING METHODS Lecture, Question and Answer, Discussion. WORK PLACEMENT(S) N/A ASSESSMENT METHODS AND CRITERIA Quantitiy Percentage Mid-terms 1 30 Assignment 1 10 Exercises 0 0 Projects 1 10 Practice 0 0 Presentation 0 0 Total (%) 50 Contribution of In-term Studies to Overall Grade 50 Contribution of Final Examination to Overall Grade 50 Total (%) 100 COURSE UNIT TITLE COURSE UNIT CODE SEMESTER THEORY + PRACTICE (Hour) ECTS Organizational Behavior EYD LANGUAGE OF INSTRUCTION TYPE OF COURSE UNIT LEVEL OF COURSE UNIT NAME OF LECTURER(S) LEARNING OUTCOMES OF THE COURSE UNIT Turkish Compulsory Master's (Second Cycle) Associate Prof. Dr. Sadegül Akbaba Altun At the end of this course, students will be able to, Understand the basic concepts and theories of organizations and administrations

10 Aware of and analyze individuals behavior in organizations Analyze how an individual interact with their environment in an organizations MODE OF DELIVERY PREREQUISITES AND CO-REQUISITES RECOMMENDED OPTIONAL PROGRAMME COMPONENTS Face to face COURSE CONTENT WEEK TOPICS 1 Week The features of organizational behavior 2 Week Organizational behavior science 3 Week Human being idendity 4 Week Forces that foce human being to be productive 5 Week Motivation theories 6 Week Human beings productive force 7 Week Employees work adaptation 8 Week Task and employee 9 Week Employees in organizational scheme 10 Week Athority and empolyees 11 Week Exxpected roles from employees 12 Week Organizational society and employees 13 Week Organizational culture and employees 14 Week Organizational conflict and organizational stress RECOMENDED OR REQUIRED READING PLANNED LEARNING ACTIVITIES AND TEACHING METHODS İbrahim Ethem Başaran. Örgütsel Davranış, Feryal Matbaası. Robert G. Owens, Organizational Behavior in Education, 1998, Allyn and Bacon. Mustafa Aydın, Eğitim Yönetimi, 2005, Hatipoğlu Yayınevi, Ankara. Lecture, Question and Answer, Discussion. WORK PLACEMENT(S) N/A ASSESSMENT METHODS AND CRITERIA Quantitiy Percentage Mid-terms 1 30

11 Assignment 1 10 Exercises 0 0 Projects 1 10 Practice 0 0 Presentation 0 0 Total (%) 50 Contribution of In-term Studies to Overall Grade 50 Contribution of Final Examination to Overall Grade 50 Total (%) 100 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) ECTS RESEARCH METHODS EYD C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e T e a c h i n g S t a f f Turkish Compulsory Master Instructor Dr.Emine Önen O u t p u t o f t h e c o u r s e 1.Knows the basic concepts in the field of scientific research methodology 2.Comprehends the steps of scientific research. 3.Knows the types of scientific research. 4.Knows how examine and evaluate the scientific research 5.Organizes a scientific research 6.Conducts a scientific research. 7.According to the research aim determines the most appropriate research design and designs the research. 8.According to the research aim determines the most appropriate and economic data gathering methods and obtains data. 9.Successfully completes the scientific research and reaches results. 10.Report the scientific research according the the related writing format M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. ne There are no courses related to this course. C o u r s e C o n t e n t W e e k 1. Week T o p i c s What is the Science? Science-Art Comparision, Objectives of Science, Scientific Method Research Types

12 Ethics 2. Week 3. Week 4. Week 5. Week 6. Week 7. Week 8. Week 9. Week Internal and External Validity in Research, Research Process Stages What is a Research Problem? Problem Description, Literature Review Variable Types, Operational Definitions Hypothesis,Objectives-Importance- Assumptions and restrictions of a research Research Population and Sample Sampling Methods What is measurement? Measurement Errors, The classification of tests Reliability Validity _ndi tem Analysis Midterm Questionnaire, Observation, Interview Quantitative Research : Survey Research and Relational Research 10. Week Experimental Designs for Single-Subject Research 11. Week 12. Week 13. Week 14. Week R e f e r e n c e s Basics of Qualitative Research Content Analysis Case Study Action Research Report Update Editing of a scientific article General Editorial Policies Preparation for publication of an article (APA 6 FORMAT) Karasar, N. (2004). Bilimsel Araştırma Yöntemi, bel Yayın Dağıtım, Ankara. Büyüköztürk, Ş., Çakmak, E.B., Akgün, E.Ö., Karadeniz, Ş. Ve Demirel, F. (2008). Bilimsel Araştırma Yöntemleri, Pegem Akademi, Ankara Bilimsel Araştırmada Etik ve Sorunları. (Türkiye Bilimler Akademisi Yayınları, 2002). Handbook of complementary methods in education research. (2006). Green,J.L, Camilli, G.,Elmore, P. American. Lawrence Erlbaum Association, Inc. T e a c h i n g t e c h n i q u e s a n d m e t h o d s Presentation, problem solving, projects I n t e r n s h i p / I m p l e m e n t a t i o n t applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 0 0 Presentation 1 30 Attendance and participating 0 10 Projects 1 60 Practice 0 0

13 Quiz 0 0 Sum (%) 100 Semester output to success (%) 100 Final output to success (%) 0 Sum (%) 100 C o u r s e N a m e C o u r s e C o d e S e m e s t e r T h e o r y + P r a c t i c e ( H o u r s ) ECTS EDUCATONAL STATISTICS EYD C o u r s e L a n g u a g e K i n d o f C o u r s e L e v e l o f C o u r s e T e a c h i n g S t a f f Turkish Compulsory Master Instructor Dr.Emine Önen O u t p u t o f t h e c o u r s e 1. Know the basic concepts in Statistics 2. Understand the organization of the data and organize the data. 3. Calculate and interpret the descriptive statistics. 4. Calculate and interpret the standart scores. 5. Understand the concept of the correlation. 6. Based on the research aim, apply the appropriate correlational technique and interpret the correlation coefficient. 7. Comprehend the importance of the hypothesis testing. 8. Based on the research aim, determine and apply the appropriate statistical analysis techniques and interpret correctly the results of these analyses. M e t h o d o f D e l i v e r y P r e r e q u i s i t e S u g g e s t e d c o u r s e s This course includes only face to face meetings. ne There are no courses related to this course. C o u r s e C o n t e n t W e e k 1. Week 2. Week 3. Week T o p i c s Basic concepts in statistics (population, sample, variables and types) Organizations of data (Frequency distributions and tables, graphics of data) Central tendency measures (mean, median, mode, percentiles) SPSS Practices Attributions of the distributions (positive and negative skewness) Variability Measures ( standart deviations, variance etc in unclassified data ) rmal distribution, standart scores (z and t scores) SPSS Practices 4. Week Correlation Techniques SPSS Practices (Pearson product-moment correlation, Spearman's rank correlation, point-

14 biserial correlation) SPSS Practices 5. Week Correlation Techniques- continue (Phi correlation, bi-serial correlation, tetrachoric correlation) 6. Week Regression Techniques (mutliple regression) Variable selection methods (backward, forward and stepwise) SPSS Practices 7. Week Inferential statistics : (a) Estimation of population parameters, (b) Hypothesis testing. Estimation of population parameters Central Limit Teorem, sampling distrubution, concept of standart error Confidence interval, z and t distrubutions and concept of degrees of fredoom 8. Week Concept of hypothesis, types of hypothesis Hypothesis testing. Accept areas of one tailed and two-tailed hypothesis Error types which made in hypothesis testing (Type I error and Type II error) 9. Week Comparison of a sample mean with the population mean: z and t test Comparision of two samples means: dependent and independent samples Standart error of difference Comparison of two independent samples means: Independent sample t test SPSS Practices 10. Week Comparison of two dependent samples: one sample t test, direct-difference method 11. Week One way Anova-SPSS Practices 12. Week n-parametric Tests: X 2 test (fit test and independency test)---spss Practices 13. Week n-parametric Tests: Man-Whitney U test, Kruskall Wallis H test 14. Week FINAL EXAM R e f e r e n c e s Baykul, Y. (2000). Eğitimde ve psikolojide ölçme. Ankara: ÖSYM Yayınları. Büyüköztürk, Ş. (2002). Sosyal Bilimler İçin Veri Analizi El Kitabı İstatistik, Araştırma Deseni - SPSS Uygulamaları ve Yorum. Ankara: Pegem Yayıncılık. Karasar, N. (2000). Bilimsel araştırma yöntemi. (10. Basım).bel Yayın Dağıtım: Ankara. Özdamar, K. (2002). Paket Programlar İle İstatistiksel Veri Analizi (Çok Değişkenli Analizler). Eskişehir: Kaan Kitabevi. T e a c h i n g t e c h n i q u e s a n d m e t h o d s Presentation, problem solving, projects I n t e r n s h i p / I m p l e m e n t a t i o n t applicable for this course. E v a l u a t i o n m e t h o d s a n d p a s s c r i t e r i a Q u a n t i t y O V e r a l l O u t p u t ( % ) Midterm 1 30 Homework 0 0 Attendance and participating online tools 0 10 Projects 0 0 Practice 0 0

15 Quiz 0 0 Sum (%) 40 Semester output to success (%) 40 Final output to success (%) 1 60 Sum (%) 100 COURSE UNIT TITLE COURSE UNIT CODE SEMESTER THEORY + PRACTICE (Hour) ECTS Educational Leadership EYD LANGUAGE OF INSTRUCTION TYPE OF COURSE UNIT LEVEL OF COURSE UNIT NAME OF LECTURER(S) LEARNING OUTCOMES OF THE COURSE UNIT Turkish Compulsory Master's (Second Cycle) Associate Prof. Dr. Sadegül Akbaba Altun At the end of this course, students will be able to, Comprehend the importance of leadership in educational administration. Be a leader in educational administration field. Be aware of the leadership in school management. MODE OF DELIVERY PREREQUISITES AND CO-REQUISITES RECOMMENDED OPTIONAL PROGRAMME COMPONENTS Face to face COURSE CONTENT WEEK TOPICS 1 Week The nature of leadership, Basic leadership theories (Behavioral) 2 Week The nature of leadership, Basic leadership theories( contingency) 3 Week Instructional leadership 4 Week Cultural leadership 5 Week Super leadership

16 6 Week Moral Leadership 7 Week Learning leadership 8 Week Transformational leadership 9 Week Transactional leadership 10 Week Visionary leadership 11 Week Educational leadership 12 Week The discussions of new leadership theories 13 Week Leadership studies in Turkey 14 Week Leadership studies in Turkey RECOMENDED OR REQUIRED READING Aydın, M. (2005).Eğitim yönetimi: kavramlar, kuramlar, süreçler, ilişkiler (örgütsel davranış). Ankara: Hatipoğlu Yayınları: 46, Yükseköğretim Dizisi: 10. Açıkalın, A.1994) Teknik ve toplumsal yönleriyle okul yöneticiliği. Ankara:Pegem Yayınları. Başaran, İ.E. (1992) Yönetimde insan ilişkileri. Ankara: Kadıoğlu Matbaası. Çelik, V.(2007). Eğitimsel liderlik. Ankara: Pegem A Yayınları. Erçetin, Ş. (1998). Lider sarmalında vizyon. Ankara: Önder Matbaası. Kaya, Y, K.(1991). Eğitim yönetimi: kuram ve Türkiye deki uygulama. Ankara: Bilim yayınları PLANNED LEARNING ACTIVITIES AND TEACHING METHODS Lecture, Question and Answer, Discussion. WORK PLACEMENT(S) N/A ASSESSMENT METHODS AND CRITERIA Quantitiy Percentage Mid-terms 1 30 Assignment 1 10 Exercises 0 0 Projects 1 10 Practice 0 0 Presentation 0 0 Total (%) 50 Contribution of In-term Studies to Overall Grade 50 Contribution of Final Examination to Overall Grade 50 Total (%) 100

17 BAŞKENT UNIVERSITY INSTITUTE OF EDUCATIONAL SCIENCES MASTER PROGRAM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION WITH THESIS INFORMATION ABOUT THE PROGRAM General Description: The need for highly qualified educational administrators in Turkey results from several reasons such as the rapid technological, social, political and economic changes and their impact on education, the fact that the majority of the school administrators and supersvisors in the developed countries hold post-graduate degrees and the relevant perceived demand for their peers in Turkey. Moreover, due to the recent restructuring of education faculties, the secondary school teachers graduate by already holding their Master degrees. Therefore, those who will be responsible for leading and supervising them need to be at least as knowledgeable and qualified as teachers are. Within this frame, the primary aim of Masters in Educational Administration and Supervision With Thesis Programme is to train the leading educational administrators and supervisors who will comply with the demands of the Turkish Education System in the 21st century as well as to provide the necessary academic, specialist and research force in the field. DEPARTMENT COORDINATOR FOR ECTS: Name & Surname: Instructor Dr. Deniz Örücü Address: Başkent Üniversitesi, Eğitim Fakültesi, Bağlıca Kampüsü, Eskişehir Yolu 20. km. Bağlıca Ankara Türkiye Phone number: /1053 Fax: General information about the department: Full time instructors: 5

18 Main Research areas: Educational Administration, Supervision, Leadership, Administration Processes Brief description of physical facilities at the department: The students can benefit from the library and computer laboratories of the university Grading scheme and if available, grade distribution guidance Grading scheme Grade Points Baskent University Grade System 4.0 A A 3.7 A- A 3.3 B+ B 3.0 B B 2.7 B- B 2.3 C+ C 2.0 C C 0.0 F F ETCS Grade Approximate Grade Distribution Guidance ECTS Grade A Percentage.10 B.20 C.25 D.20 E.15 F.10 Structure of the Program: Objectives: The primary aim of Masters in Educational Administration and Supervision With Thesis Programme is to train the leading educational administrators and supervisors who will comply with the demands of the Turkish Education System in the 21st century as well as to provide the necessary academic, specialist, and research force in the field.

19 PROGRAM QUALIFICATIONS FOR EDUCATIONAL ADMINISTRATION, SUPERVISION, ECONOMICS AND PLANNING INSTRUCTION: As the generic and field-specific qualifications of the programme correspond, they are provided concomitantly. EASEPQ1: Being able to deepen the knowledge base of educational sciences within the framework of theories and practice of EASEP field, evaluating the relationships between theory and practice in the field. EASEPQ2: Being capable of conducting interdisciplinary research by utilizing the knowledge and skills of the field as well as apprehending its relationship with other relevant fields such as psychology, sociology, philosophy, generla management, economics and politics. EASEPQ3: Being capable of implementing the relevant knowledge of EASEP in developing and managing educational organizations at different levels. EASEPQ4: Being able to define the related problems of educational administration and supervision in the education system by utilizing the possessed knowledge, and to develop new perspectives through the new knowledge attained from relevant disciplines EASEPQ5: Being able to conduct research by evaluating the related problems in the field and utilizing various and appropriate research methods (qualitative/quantitative/mixed), and to suggest solutions for the problems of the education system. EASEPQ6: Being able to possess the necessary knowledge and skills of statistics softwares for conducting educational research and to use the required information and communication technologies for exchanging knowledge and data. EASEPQ7: Departing from the theory and approaches related with the problems in EASEP field, being able to produce solution models and to implement these models in the entire system in the direction of the results. EASEPQ8: Attaining the necessary knowledge of research methodology and knowledge base in the EASEP field to conduct indepent research and being able to implement the skills of teamwork in order to reach efficient outcomes in interdisciplinary studies. EASEPQ 9: Being able to evaluate the EASEP-related assumptions, ideas and thories in a sceptical, rational, analytical and independent fashion through critical view.. EASEPQ10: Being able to convey the recent developments and one s own scientific studies in the EASEP field to the individuals, institutions and organizations present inside and outside the field. EASEPQ11: Internalizing the professional development and life-long learning principles through possessing the awareness of the necessity of life-long learning in the EASEP field and in one s personal development. EASEPQ12: Being able to manage the dynamics of social relationships in enacting people and demonstrating the leadership skills required by the social and educational settings. EASEPQ13: Being able to possess the knowledge of at least one foreign language with oral and written communication skills in order to follow international publications in the field, to