Main Management Perspectives: Classical management theories, Bureaucracy,Scientific Management,
Neoclassical Management Theories, Contemporary Management Theories, System Approach, Features of
Educational Administration, Development and History of Educational Administration, Evaluation of
Administrational Process:Decision-making, Planning, Co-ordination, Communication, Evaluation, Theories
of Motivation, Educational System and Schools, Classification of Schools; School Management, Roles of
Manager, Tasks, Authority and Responsibility.

The definition and goals of education governance, Roles and qualifications of governors, Principles, types
and process of governance, Investigation of problesm related to governace, Governance of primary schools, Governance of ministry.

In this course, students are supposed to gain knowledge, develop skills and a perspective within the field
of organizational improvement and to bring solution offers for problems within the field. In order to
actualize these objectives students will learn and discuss theoretical foundations of organizational improvement, agents of organizational improvement and organizational improvement consultancy.

Inferential statistics, Principles of inferential statistics, Descriptive and inferential statistics,
Nonparametric statistics, Sampling.

Leadership, Management, Leadership and management, Situational leadership, cultural leadership, leadership and crisis management, Conflict, Conflict management, Techniques of conflict management, Case studies.

The denifinition of strategy, Establishment of strategies, Strategies in educational organizations: Types of strategies, Specifying the strategy, Strategic plans for schools.

The aim of this course is to deepen the understanding of the effect of cultural differences on the individual and school life. It is hoped that, with this awareness, leaders will be more equipped to solve possible problems faced at schools as a result of cultural differences and misunderstandings.

Help students to become responsible, efficient, principled and effective consumer and producer of research and development and action research in trying to solve educational leadership problems faced in their educational environments in IB context.

In this course, after underlying the importance of educational leadership and skills needed, students are helped to shape school culture, develop a shared strategic vision and mission for the school, formulate aims, targets and key performance indicators. In this connection, governance model theory, actors in governance, communication and social networks are discussed. In this connection, local and national cultural links will be established.

The objective of this course is to help those in the position of school leadership or those aspiring to be school leaders enhance their practices by the bringing theory and practice together, reflecting on the research results, differentiating what can be adopted and adapted to their own contexts and why. During the course the features of research such as Bloom?s Taxanomy, Direct Instruction, Multiple Intelligence Theory, the Project Method and Complexity Theory will be examined, and the reasons why some research translates easily into practice while others do not will be discussed. Their relevance to the IB programs will be analysed.

This course is aimed at giving students basic skills in collecting, analyzing and interpreting qualitative data in research. Thus, the course will consist of three phases each building upon the previous phase. In the first phase of the course, students will be exploring data collection techniques with a special emphasis on interviews (including interview protocols, performing and recording interviews etc.). The second phase of the course will focus on analyzing qualitative data both manually by text analysis and through computer software. The final phase of the course will give students hands-on practice in interpreting qualitative data.

Most variables studied in educational research cannot be observed directly. In order to study such unobservable constructs, also called latent variables, we need valid and reliable measurement instruments that draw upon solid theoretical foundations. This course aims to teach graduate students how to develop or adapt instruments (scales) that can be used in educational research.

The purpose of this course is to delve into legal foundations of education and practical implications of legislation on education. Targeting practicing and aspiring educational administrators in general, the first phase of the course consists of such topics as ?the relationship between education and law, state and education, right to education and basic conventions regarding right to education.? Following such foundational arguments, the course will focus on more specific topics like legal foundations of rights and responsibilities of education shareholders, discipline law, testing law, private education law, special education law and finance of education.

In this course, students will be able to comprehend the relationship between education and economy and planning. It is aimed to learn the basic concepts related to education economy and educational planning. This course will examine understanding and recognition of education economics which constitutes an important dimension of educational management both its development as a sub-branch of economics and its institutionalization in Turkey as a sub-branch of educational sciences also it will make it possible to grasp the concept of educational planning, which constitutes an important dimension of educational management, in the historical process; it will also make it possible to understand the paradigm transformations and the transformations in education planning. This course will also prepare the ground for them to be considered the realization of the objectives set out in the modernization and development process in Turkey; it will give students a vision in carrying out their graduate studies.

Focusing on the impact of globalization and increasing international interactions on national educational policies, programs and teaching-learning processes, this course will set out by studying foundations, origins and development of international and comparative education. The overall objective of the course is to introduce philosophical underpinnings, vision and mission statements, structure, goal and policies of international educational programs. The course will particularly delve deeper into the IB programs which has proved to be an effective and successful program on an international scale and focus on its structure, learner profiles, curriculum, approaches to teaching and learning, assessment processes, teacher professional development practices and administrative mechanisms. Understanding educational and administrative dynamics, policies and mechanisms adopted and put into use by IB, which is internationally acclaimed for its educational effectiveness and success, will provide educational administrators with substantial conceptual and practical benefits.

Peter Senge's concept of the Learning Organization has now been embedded in organizational thinking since 1990. Many organizations have struggled to create learning cultures with varying degrees of success and much has been discovered about the factors that contribute to or inhibit this success. In this course, we will look at the Learning Organization as Senge and others have conceived it through the lens of productive conversation. The course will employ a variety of learning strategies including student presentations, theory bursts and organizational simulation. While conceptualizing schools and colleges as learning organizations, this course serves as an entry point for educators, leaders, and researchers to better understand change in educational and organizational settings. Because of the varying contexts that comprise education systems, and in turn the multitude of demands placed upon educational leaders, this course seeks to broaden perspectives on change so that we as educators, leaders, and researchers may be better prepared for meeting the needs of diverse groups of educators and learners in an ever-changing educational landscape.

The aim of this course is to develop the administrator potential of learners with System Thinking approach within the scope of Education Management and Supervision. The course will offer those learners different perspectives in universal level. Systems thinking approach focuses on improving the skills of school administrators for seeing the big picture, understanding the complex problem, finding out relationships and causal loops between system elements, recognizing problems, finding high leverage alternative solutions.

This course aims to introduce formative and summative concepts, principles and techniques in line with educational management and supervision to check the national and international quality standards and to develop students? skills to understand the role of testing and assessment in the instructional process, and to administer tests and assessments properly, in harmony with the statistical concepts used in social sciences. Another objective of this course is to help students learn and comprehend the application of descriptive and inferential statistical techniques.

This course has been designed to help educational leaders and professionals to develop their professional thinking and practice, and enhance the quality of teaching and learning and leadership processes. It is expected to explore and apply new ideas in their own context, integrate new approaches in their own practice, and demonstrate their professional development as reflective practitioners. Course also examines where contemporary ideas come from and how school administrators and educational professionals moderate and foster contemporary processes; provides insights for educational innovation projects as well as tools and techniques of managing innovation.

Science, Scientific method and basic concepts of research, Types of research: Basic research, Applied research; Steps of research, Report writing in research, Models of research: Survey method, Test method; Techniques of research.

In this course, each student will present an accepted thesis with its different aspects in terms of methodology and statistics. Moreover, students will be able to discuss presentations and findings of thesis in a discussion group by investigating statistical aspects.

This course involves the research of a topic from start to finish and the learning of abilities relating to this process. According to this, initially a research question will be determined with an advisor followed by a scan of literatüre and a unique hypothesis and research pattern will be established in light of the methods used during the research of this question as seen in literature and the deficiencies observed in these. Later data will be collected in relation to this research pattern and a thesis will be prepared including the subjects theoretical basis, method, results and evaluation of these results.

The theoretical opinions which are the basis of the development of pre-school education and the programs prepared in light of these theories will be developed and discussed.

The value of the child, children in the social history, culture of the child, intercultural studies and the child, parent education studies, media, school and social culture, policies and values related to the child, participation of the child, children's rights, controversial issues-problem areas (child abuse and neglect, employee children, violence in education, etc.) will be examined and discussed in light of relevant theories and empirical researches.

Creativity, importance of creative thinking, methods and models to support creativity of preschool children. Development of creative thinking in children by supporting art and creativity.

To establish the necessary background for statistics in Social Sciences and to to provide the ability to statistically analyze the given data.

In this course, the field of counseling is discussed in terms of concepts and techniques regarding to changing needs of individuals and society. The course includes contemporary theories (psychoanalytical, Adlerian, existential, gestalt, behavioral, feminist, and solution based brief therapy) and pracrices.

General concepts in family and group counseling, definitions, specifying members of family and group, structure of family and group, theurapathic activities for solving problem in families and groups.

Measurement instruments are used in psychology to categorize, order and/or quantify constructs being studied. Research and ultimately science rests heavily on measurement and as such measurement with sound instruments makes scientific progress possible. This course aims to provide information about the measurement tools specifically in psychology for the students in guidance and psychological counseling master program. Besides, another main aim of this course is to educate the students on the development and adaptation process of psychological measurement tools.