İÖB711 - QUALITY MANAGEMENT IMPLEMENTATIONS IN ELEM.EDUCATI
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| QUALITY MANAGEMENT IMPLEMENTATIONS IN ELEM.EDUCATI | İÖB711 | Fall | 3 | 0 | 3 | 8 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer | |||||
| Instructor (s) | Dr. Ali Ekber Åžahin | |||||
| Course objective | The purpose of this course is to develop solutions to educational problems using quality management process. | |||||
| Learning outcomes |
| |||||
| Course Content | Self evaluation models (EFQM, Malcom Balridge, KALDER). Tools and techniques in process improvement. Implementing quality management process in schools. | |||||
| References | Cornesky, R., Lazarus, W. (1995). Continuous Quality Improvement in the Classroom: A Collaborative Approach. Cornesky & Associates, Inc., Port Orange, FL. Glasser, W. (1992). The Quality School. Managing Students without Coercion. Harper & Row, New York. Greenwood, M. S. ve Gaunt, H. J. (1994). Total quality management for schools. Cassell: London. Kaufman, R., Zahn, D. (1993). Quality Manegement Plus. Corwin Press., Inc., London. Sallis, E. (2002). Total quality management in education. Kogan Page: London. Şimşek, H. (2007). Toplam kalite yönetimi. Şeçkin: Ankara. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Introductions: Course, Expectations, Readings, Assignments |
| Week 2 | Organizational self evaluation models: EFQM, Malcom Balridge, KALDER |
| Week 3 | Organizational self evaluation models: EFQM, Malcom Balridge, KALDER |
| Week 4 | TQM tools and techniques |
| Week 5 | TQM tools and techniques |
| Week 6 | TQM tools and techniques |
| Week 7 | Mid-term exam |
| Week 8 | Implications of self evaluation models and process improvements in schools |
| Week 9 | Implications of self evaluation models and process improvements in schools |
| Week 10 | Implications of self evaluation models and process improvements in schools |
| Week 11 | Implications of self evaluation models and process improvements in schools |
| Week 12 | Implications of self evaluation models and process improvements in schools |
| Week 13 | Presentations of case studies |
| Week 14 | Presentations of case studies |
| Week 15 | Final Exam |
| Week 16 | Final Exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 5 | 50 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 15 |
| Presentation | 0 | 0 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 15 |
| Final exam | 1 | 20 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 7 | 80 |
| Percentage of final exam contributing grade succes | 1 | 20 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 5 | 10 | 50 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 6 | 84 |
| Presentation / Seminar Preparation | 1 | 30 | 30 |
| Project | 0 | 0 | 0 |
| Homework assignment | 0 | 0 | 0 |
| Midterms (Study duration) | 1 | 30 | 30 |
| Final Exam (Study duration) | 1 | 50 | 50 |
| Total Workload | 36 | 129 | 286 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Student has basic knowledge and skill of subject and pedagogical areas. | X | ||||
| 2. Student recognizes problems related to primary level science and mathematics areas and develops suggestions and solutions for those problems. | X | ||||
| 3. Students has knowledge related to scientific research methods and techniques. | X | ||||
| 4. Student can perform quantitative and qualitative research related to primary education (mathematics, science and technology, social sciences, Turkish, literacy etc.). | X | ||||
| 5. Student will be aware of problems related to science and mathematics teachers and primary school teachers; plans a scientific research, and use data analysis techniques for developing solutions | X | ||||
| 6. Student develops the best education strategies, methods, and techniques, teaching materials, and the most effective measurement and evaluation techniques by considering primary level students? individual differences, primary education program and its content, and program development principles. | X | ||||
| 7. Student follows national and international studies related to science and mathematics teachers and primary school teachers and perform comparative studies. | X | ||||
| 8. Student has effective communication skills. | X | ||||
| 9. Student has scientific and professional ethic values and awareness. | X | ||||
| 10. Student gains lifelong learning behavior and comprehension. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest