Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PARENTING EDUCATION | PDR3216521 | Spring Semester | 2+0 | 2 | 4 |
| Course Program | Perşembe 14:30-15:15 Perşembe 15:30-16:15 Perşembe 19:30-20:15 Perşembe 20:30-21:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Gökçe GÜVERCİN SEÇKİN |
| Name of Lecturer(s) | Assist.Prof. Gökçe GÜVERCİN SEÇKİN |
| Assistant(s) | Research Assistant Uzay Ergün |
| Aim | The aim of this course is to examine parent education through the perspectives of school-family-community partnerships, parental involvement, and family life education. The course aims to help students understand the role of families in children’s educational processes, the main dimensions of school-family partnerships, family education practices in different countries, and examples from the Turkish context. It also aims to develop students’ ability to communicate effectively with families, support parental involvement, and evaluate school-based parent education practices. |
| Course Content | This course contains; Introduction to parent education: basic concepts and course scope,The relationship between family, child development, and learning,School-family-community partnership approach,Epstein’s types of parental involvement,School-family communication and effective collaboration,School-family partnerships in relation to children’s development and learning,School-family communication and collaboration,Midterm,Diverse family structures and school-family relations ,Aims and fields of practice in family life education ,Comparison of family life education practices in different country contexts ,Family life education in different country contexts ,Evaluation of school-based parent education practices ,Case-based evaluation of parent education and school-family collaboration examples ,General review: concepts, models, and practice examples . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Upon successful completion of this course, students will be able to: Explain the concepts of parent education, parental involvement, family life education, and school-family-community partnership. Discuss the influence of family on children’s development, learning, school adjustment, and academic achievement. Explain Epstein’s model of school, family, and community partnerships with examples of different types of parental involvement. Evaluate the effects of different socioeconomic, cultural, and family structures on parenting practices and school-family relations. Compare parent education and family life education practices in Türkiye and in different country contexts. Explain basic strategies for effective communication and collaboration among teachers, schools, and families. Evaluate school-based parent education practices in terms of purpose, content, target group, and feasibility. | C |
| Teaching Methods: | |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to parent education: basic concepts and course scope | Review of the course syllabus; introductory reading on parent education, parental involvement, and family life education |
| 2 | The relationship between family, child development, and learning | Reading the relevant chapter from Christenson & Reschly on school-family partnerships in relation to children’s development and learning |
| 3 | School-family-community partnership approach | Reading Epstein et al.’s basic framework on school, family, and community partnerships |
| 4 | Epstein’s types of parental involvement | Reviewing the types of parental involvement in Epstein’s model and preparing examples for each type |
| 5 | School-family communication and effective collaboration | eading Clarke, Sheridan, and Woods’ chapter on school-family collaboration and parental involvemen |
| 6 | School-family partnerships in relation to children’s development and learning | Reading on school-family partnerships from Christenson & Reschly |
| 7 | School-family communication and collaboration | Reading on school-family collaboration from Christenson & Reschly |
| 8 | Midterm | First seven week chapters will be covered for the midterm exam. |
| 9 | Diverse family structures and school-family relations | Okuma listesindeki aile çeşitliliği ve ebeveynlik uygulamalarıyla ilgili metnin okunması Reading the text on family diversity and parenting practices from the reading list |
| 10 | Aims and fields of practice in family life education | Reading on the fields of practice in family life education from Robila & Taylor |
| 11 | Comparison of family life education practices in different country contexts | Reading the texts on family life education practices in different country contexts from the reading list. Students are expected to examine each example in terms of aim, target group, content, and implementation context. |
| 12 | Family life education in different country contexts | Reading selected country examples from Robila & Taylor |
| 13 | Evaluation of school-based parent education practices | Reviewing the readings on school-based parental involvement or parent education practices from the reading list |
| 13 | Case-based evaluation of parent education and school-family collaboration examples | Reviewing the case or practice examples based on the readings covered throughout the semester. Students are expected to evaluate the examples in terms of parental involvement, school-family communication, inclusion, and feasibility. |
| 14 | General review: concepts, models, and practice examples | Reviewing the readings and weekly notes covered throughout the semester |
| Resources |
| hristenson, S. L., & Reschly, A. L. (Eds.). (2010). Handbook of school-family partnerships. Routledge. Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action. Corwin Press. Robila, M., & Taylor, A. C. (Eds.). (2018). Global perspectives on family life education. Springer. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | X | |||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 3 | 2 | 6 | |||
| Resolution of Homework Problems and Submission as a Report | 3 | 6 | 18 | |||
| Term Project | 2 | 3 | 6 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 21 | 21 | |||
| General Exam | 1 | 36 | 36 | |||
| Performance Task, Maintenance Plan | 1 | 2 | 2 | |||
| Total Workload(Hour) | 117 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(117/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PARENTING EDUCATION | PDR3216521 | Spring Semester | 2+0 | 2 | 4 |
| Course Program | Perşembe 14:30-15:15 Perşembe 15:30-16:15 Perşembe 19:30-20:15 Perşembe 20:30-21:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Gökçe GÜVERCİN SEÇKİN |
| Name of Lecturer(s) | Assist.Prof. Gökçe GÜVERCİN SEÇKİN |
| Assistant(s) | Research Assistant Uzay Ergün |
| Aim | The aim of this course is to examine parent education through the perspectives of school-family-community partnerships, parental involvement, and family life education. The course aims to help students understand the role of families in children’s educational processes, the main dimensions of school-family partnerships, family education practices in different countries, and examples from the Turkish context. It also aims to develop students’ ability to communicate effectively with families, support parental involvement, and evaluate school-based parent education practices. |
| Course Content | This course contains; Introduction to parent education: basic concepts and course scope,The relationship between family, child development, and learning,School-family-community partnership approach,Epstein’s types of parental involvement,School-family communication and effective collaboration,School-family partnerships in relation to children’s development and learning,School-family communication and collaboration,Midterm,Diverse family structures and school-family relations ,Aims and fields of practice in family life education ,Comparison of family life education practices in different country contexts ,Family life education in different country contexts ,Evaluation of school-based parent education practices ,Case-based evaluation of parent education and school-family collaboration examples ,General review: concepts, models, and practice examples . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Upon successful completion of this course, students will be able to: Explain the concepts of parent education, parental involvement, family life education, and school-family-community partnership. Discuss the influence of family on children’s development, learning, school adjustment, and academic achievement. Explain Epstein’s model of school, family, and community partnerships with examples of different types of parental involvement. Evaluate the effects of different socioeconomic, cultural, and family structures on parenting practices and school-family relations. Compare parent education and family life education practices in Türkiye and in different country contexts. Explain basic strategies for effective communication and collaboration among teachers, schools, and families. Evaluate school-based parent education practices in terms of purpose, content, target group, and feasibility. | C |
| Teaching Methods: | |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to parent education: basic concepts and course scope | Review of the course syllabus; introductory reading on parent education, parental involvement, and family life education |
| 2 | The relationship between family, child development, and learning | Reading the relevant chapter from Christenson & Reschly on school-family partnerships in relation to children’s development and learning |
| 3 | School-family-community partnership approach | Reading Epstein et al.’s basic framework on school, family, and community partnerships |
| 4 | Epstein’s types of parental involvement | Reviewing the types of parental involvement in Epstein’s model and preparing examples for each type |
| 5 | School-family communication and effective collaboration | eading Clarke, Sheridan, and Woods’ chapter on school-family collaboration and parental involvemen |
| 6 | School-family partnerships in relation to children’s development and learning | Reading on school-family partnerships from Christenson & Reschly |
| 7 | School-family communication and collaboration | Reading on school-family collaboration from Christenson & Reschly |
| 8 | Midterm | First seven week chapters will be covered for the midterm exam. |
| 9 | Diverse family structures and school-family relations | Okuma listesindeki aile çeşitliliği ve ebeveynlik uygulamalarıyla ilgili metnin okunması Reading the text on family diversity and parenting practices from the reading list |
| 10 | Aims and fields of practice in family life education | Reading on the fields of practice in family life education from Robila & Taylor |
| 11 | Comparison of family life education practices in different country contexts | Reading the texts on family life education practices in different country contexts from the reading list. Students are expected to examine each example in terms of aim, target group, content, and implementation context. |
| 12 | Family life education in different country contexts | Reading selected country examples from Robila & Taylor |
| 13 | Evaluation of school-based parent education practices | Reviewing the readings on school-based parental involvement or parent education practices from the reading list |
| 13 | Case-based evaluation of parent education and school-family collaboration examples | Reviewing the case or practice examples based on the readings covered throughout the semester. Students are expected to evaluate the examples in terms of parental involvement, school-family communication, inclusion, and feasibility. |
| 14 | General review: concepts, models, and practice examples | Reviewing the readings and weekly notes covered throughout the semester |
| Resources |
| hristenson, S. L., & Reschly, A. L. (Eds.). (2010). Handbook of school-family partnerships. Routledge. Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action. Corwin Press. Robila, M., & Taylor, A. C. (Eds.). (2018). Global perspectives on family life education. Springer. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | X | |||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |