Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CPMPARATIVE EDUCATION | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Ülkü TOSUN |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | The major goals of this course are to describe and explain the development of the field of comparative education, to identify the field of comparative education and its areas for studies, to understand different approaches within comparative education and to be able to use and valuate different methods in comparative studies, to understand the principles behind analyses of educational systems in different countries an to develop a research paper. |
| Course Content | This course contains; Introduction ,Definition, Scope and History of Comparative Education ,Comparative Education Concepts and Tools,Comparative Theories and Methods,Social Contexts for Comparison Innovative Practices in Finland Education in Finland,Culture and Education Education in Singapore,Gender and Education Education in Canada,International Test Scores: All and Nothing Education in England,Education and the Developing World Education in India,Understanding International Education Education in USA,The Problem with Teaching’s Best Practices Education in Norway,Why blame the teacher? Education in Russia,The Value in Linking Schools to Jobs Education in France, Teacher Education Worldwide Course Review. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Construct and Formulate a research paper | 16, 9 | E, F |
| Describe and explain the development of the field of comparative education | 16, 9 | E, F |
| Identify the field of comparative education and its areas for studies | 16, 9 | E, F |
| Understand different approaches within comparative education Use and Evaluate different methods in comparative studies | 16, 9 | E, F |
| Analyze & Understand the principles behind analyses of educational systems in different countries | 16, 9 | E, F |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction | Kubow, P. K. & Fossum, P.R.,2007, Related Chapters |
| 2 | Definition, Scope and History of Comparative Education | Kubow, P. K. & Fossum, P.R.,2007, Related Chapters |
| 3 | Comparative Education Concepts and Tools | Kubow, P. K. & Fossum, P.R.,2007, Related Chapters |
| 4 | Comparative Theories and Methods | Kubow, P. K. & Fossum, P.R.,2007, Related Chapters |
| 5 | Social Contexts for Comparison Innovative Practices in Finland Education in Finland | Students prepare their presentations by using references |
| 6 | Culture and Education Education in Singapore | Students prepare their presentations by using references |
| 7 | Gender and Education Education in Canada | Students prepare their presentations by using references |
| 8 | International Test Scores: All and Nothing Education in England | |
| 9 | Education and the Developing World Education in India | Students prepare their presentations by using references |
| 10 | Understanding International Education Education in USA | Students prepare their presentations by using references |
| 11 | The Problem with Teaching’s Best Practices Education in Norway | Students prepare their presentations by using references |
| 12 | Why blame the teacher? Education in Russia | Students prepare their presentations by using references |
| 13 | The Value in Linking Schools to Jobs Education in France | Students prepare their presentations by using references |
| 14 | Teacher Education Worldwide Course Review | Students prepare their presentations by using references |
| Resources |
| Wiseman, A. W. (2015). How the world learns: Comparative educational systems. Teaching Company. Marshall, J. (2019). Introduction to comparative and international education. Introduction to Comparative and International Education, 1-248. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | 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 | 1 | 4 | 4 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 6 | 12 | |||
| Term Project | 1 | 2 | 2 | |||
| Presentation of Project / Seminar | 2 | 4 | 8 | |||
| Quiz | 2 | 2 | 4 | |||
| Midterm Exam | 1 | 26 | 26 | |||
| General Exam | 1 | 28 | 28 | |||
| Performance Task, Maintenance Plan | 1 | 8 | 8 | |||
| Total Workload(Hour) | 120 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 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 |
|---|---|---|---|---|---|
| CPMPARATIVE EDUCATION | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Ülkü TOSUN |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | The major goals of this course are to describe and explain the development of the field of comparative education, to identify the field of comparative education and its areas for studies, to understand different approaches within comparative education and to be able to use and valuate different methods in comparative studies, to understand the principles behind analyses of educational systems in different countries an to develop a research paper. |
| Course Content | This course contains; Introduction ,Definition, Scope and History of Comparative Education ,Comparative Education Concepts and Tools,Comparative Theories and Methods,Social Contexts for Comparison Innovative Practices in Finland Education in Finland,Culture and Education Education in Singapore,Gender and Education Education in Canada,International Test Scores: All and Nothing Education in England,Education and the Developing World Education in India,Understanding International Education Education in USA,The Problem with Teaching’s Best Practices Education in Norway,Why blame the teacher? Education in Russia,The Value in Linking Schools to Jobs Education in France, Teacher Education Worldwide Course Review. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Construct and Formulate a research paper | 16, 9 | E, F |
| Describe and explain the development of the field of comparative education | 16, 9 | E, F |
| Identify the field of comparative education and its areas for studies | 16, 9 | E, F |
| Understand different approaches within comparative education Use and Evaluate different methods in comparative studies | 16, 9 | E, F |
| Analyze & Understand the principles behind analyses of educational systems in different countries | 16, 9 | E, F |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction | Kubow, P. K. & Fossum, P.R.,2007, Related Chapters |
| 2 | Definition, Scope and History of Comparative Education | Kubow, P. K. & Fossum, P.R.,2007, Related Chapters |
| 3 | Comparative Education Concepts and Tools | Kubow, P. K. & Fossum, P.R.,2007, Related Chapters |
| 4 | Comparative Theories and Methods | Kubow, P. K. & Fossum, P.R.,2007, Related Chapters |
| 5 | Social Contexts for Comparison Innovative Practices in Finland Education in Finland | Students prepare their presentations by using references |
| 6 | Culture and Education Education in Singapore | Students prepare their presentations by using references |
| 7 | Gender and Education Education in Canada | Students prepare their presentations by using references |
| 8 | International Test Scores: All and Nothing Education in England | |
| 9 | Education and the Developing World Education in India | Students prepare their presentations by using references |
| 10 | Understanding International Education Education in USA | Students prepare their presentations by using references |
| 11 | The Problem with Teaching’s Best Practices Education in Norway | Students prepare their presentations by using references |
| 12 | Why blame the teacher? Education in Russia | Students prepare their presentations by using references |
| 13 | The Value in Linking Schools to Jobs Education in France | Students prepare their presentations by using references |
| 14 | Teacher Education Worldwide Course Review | Students prepare their presentations by using references |
| Resources |
| Wiseman, A. W. (2015). How the world learns: Comparative educational systems. Teaching Company. Marshall, J. (2019). Introduction to comparative and international education. Introduction to Comparative and International Education, 1-248. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |