Program Details

Academic Preparation Modules

Upon the proposals of the relative department, the amount and content of the Academic Preparation Modules are decided by the Board of Management of the Graduate School of Educational Sciences.

Modules (compulsory and optional)

Teaching of Teaching and Learning
Leadership in education
Counselling in the Classroom
Classroom Communication
Planning and Evaluation in Education
Instructional Technologies and Material Development
Family Consultancy
Techniques for Classroom Management
Applications in Computer Aided Instruction
Development Psychology
School Management
Seminar
Advanced research Techniques
Project (for MA without Thesis)
Thesis

Academic Preparation Modules

Upon the proposals of the relative department, the amount and content of the Academic Preparation Modules are decided by the Board of Management of the Graduate School of Educational Sciences.

Modules (compulsory and optional)
Web-page Design for Educational Purposes
Network and Internet Usage
Technologies and Human Interaction
Educational design in Electronic Environment
Information Management in Schools
Theory and Applications in Distance Learning
Computer Applications in Education
Theories and Applications of Educational Design
Problems of the Modern Education
New Approaches in Teaching-Learning
Computer Networks and Communication Technology
Advanced Research Techniques
Web Aided Education Applications
Seminar
Project (for MA without Thesis)
Thesis

Academic Preperation Modules

Upon the proposals of the relative department, the amount and content of the Academic Preperation Modules are decided by the Board of Management of the Graduate School of Educational Sciences.

Modules (compulsory and optional)

Advanced Assessment and Evaluation
Theories and Procedures of Management
Inspection and Investigation in Educational Systems
Organizational Behaviour in Education
Educational Finance and Planning
Comparative Educational Administration
Total Quality Management in Education
Problems of Modern Education
Efficient School Management
Contemporary Education policies
Management Psychology
Seminars in Educational Administration
Organisation and Administration in Turkish Educational System
Human Resource Management
Organisational Innovation and Development
Management Skills
Project (for MA without Thesis)
Thesis


Aims
This program aims to inform students of educational programs developed for; formal and non-formal education institutions of the Ministry of National Education and programs developed for; public and private establishments. It also aims to provide the students with information, skills and relevant behaviour that will assure instructional activities that are more efficient and fruitful. Through the information provided, students are enabled with an ability to develop educational programs and become qualified individuals in the field of educational technologies. This program is designed to fit the needs; of teachers from all sectors of education, of individuals working as program developers and/or managers in educative units of public and private institutions, and needs of individuals who wish to be academicians in this field.
This program is designed to be completed with or without thesis. If one wishes to complete this program with thesis, then he/she is required to successfully complete 7 modules, a seminar, and a thesis. If one wishes to complete this program without thesis, then he/she is required to successfully complete 10 modules and a project.

Modules and Credits
T P C
EPÖ 601Learning and Teaching Theories 3 0 3
EPÖ 602Program Development and Implementation 3 0 3
EPÖ 603Educational Technology 3 0 3
EPÖ 604Research Methodologies 3 0 3
EPÖ 605Instructional Design and Practice 3 0 3
EPÖ 609Teaching-Learning Process 3 0 3
EPÖ 612 Educational Technology and its Application 3 0 3
EPÖ 614 Total Quality Management in Education 3 0 3
EPÖ 615 Problems in Modern Education System 3 0 3
EPÖ 616 Developing In-service Training Programs 3 0 3
EPÖ 618 SeminAr Successful/Unsuccessful
EPÖ 622Education Statistics 3 0 3
EPÖ 625 New Approaches in Teacher Education 3 0 3
EPÖ 626Human Relations in Education 3 0 3
EPÖ 627Advanced Assessment and Evaluation 3 0 3
EPÖ 630Cooperative Learning Applications 3 0 3
EPÖ 631Drama Education 3 0 3
EPÖ 632 Information usage in Educational Research 3 0 3
EPÖ 633 Classroom Management 3 0 3
EPÖ 634Sociology in Education 3 0 3
EPÖ 635Developmental Psychology 3 0 3
EPÖ 636 Educational Innovations in European Countries 3 0 3
EPÖ 637 New Approaches in Higher Education Programs 3 0 3
EPÖ 638 Creative Drama in Education 3 0 3
EPÖ 639Project Management and Evaluation in Education 3 0 3
EPÖ 649Project (MA without thesis) Successful/Unsuccessful
EPÖ 650 Thesis Successful/Unsuccessful

Module Contents
EPÖ 601 Learning- Teaching Theories (3-0-3)
This module focuses on: Basic concepts regarding teaching and learning, approaches in teaching, approaches in learning, principle theories of teaching and learning, classical and virtual conditioning, discovery learning, information processing theory, model of teaching activities, social learning theory, cognitive learning theory, structural learning theory, multiple intelligences theory, reflection of teaching and learning theories into the classroom.
EPÖ 602 Program Development and Implementation (3-0-3)
This module provides a close study on: Basic concepts of program development, factors which make program development necessary, program types, theoretical basis of program development; historical philosophical, psychological, and social, constituents of educational programs; aims, content, teaching and learning processes, evaluation, models of program development; instructional design approaches, the process of program development; progressive classification of aims, determination of aims and behavioural goals, selection and organisation of content, organisation of instruction and testing, new approaches in program development, and preparation of a program design.
EPÖ 603 Educational Technology (3-0-3)
This module regards educational technology as a discipline and focuses on: its development, its conceptual dimension, its teaching and learning processes dimension, its educational environment dimension, its instructor dimension, and focuses on the examination of its applications. Furthermore, this module closely deals with implementation of this discipline, discussion of issues regarding research and applications, its relationship with program development and new tendencies in this field.
EPÖ 604 Research Methods (3-0-3)
Basic concepts: Science, social science, qualitative and quantitative research, stages in quantitative research; subject, aim, literature review, samples, data collection and analysis, and reporting, descriptive method: questionnaire, interview, observation, measurement and measurement tools, types of scales, relational analysis, causative comparison method, empirical method, ethics in research, and evaluation of research.
EPÖ 605 Instructional Design and Practice (3-0-3)
This module involves: Needs analysis, analysis of subjects in relation to learning fields, writing the aims, development of assessment tools, designing instruction; introduction, presentation, evaluation activities, selection of teaching methods, decision of teaching environment, selection of instructional equipment, preparation for evaluation of the instruction, assessment of the process, and evaluation of the product.
EPÖ 609 Teaching-Learning Process (3-0-3)
This module focuses on teaching and learning process; which involves the process of transferring knowledge from the one who is giving to the one who is receiving. This module emphasizes that the teaching process cannot be performed if there is a missing element among the three of the teaching and learning elements. (These are; the teacher, the leaner as well as the good learning environment.) The teaching as well as the learning activity depends upon how these elements works together. The teacher is the one that facilitates the whole process of learning. The learners are considered as the key participants in the teaching and learning process. Teaching and learning is a process that includes many variables. These variables interact as learners work toward their goals and incorporate new knowledge, behaviors, and skills that add to their range of learning experiences.
EPÖ 612 Educational Technology and its Application (3-0-3)
This module involves: Technological developments in education, computer and its role in education, educational software, multiple environments; CD-Rom’s, interactive CD’s, Hyper-media, interactive videos, virtual reality, websites, types of websites, internet, e-mails, interactive systems, information distribution systems, teleconference systems, and the usages of contemporary educational technologies in Cyprus and in other countries.
EPÖ 614 Total Quality Management in Education (3-0-3)
This module involves a close study of: The birth of total quality management, conceptual and theoretical basis of total quality management, the process of total management, principles of total quality management, and its implementations in the manufacturing sector.
EPÖ 615 Problems in Modern Education System (3-0-3)
This module focuses on: Identifying goals of education and putting forward the need for new goals according to the changing conditions of the world, acknowledging the structure of the educational system, identifying problems of the education system and suggesting solutions, discussions on educational problems in Pre-school, primary education, secondary education and vocational education, and higher education, discussions on educational needs which is increasing day by day, bringing up academic staff and presenting in-service problems of the staff, suggesting solutions, and discussing the main problems in higher education.
EPÖ 616 Developing In-service Training Programs (3-0-3)
This module focuses on: Quality in in-service training, factors which make in-service training necessary, competence and responsibilities of the in-service trainer, in-service training in Turkey; applications and problems, the process of in-service training, preparation of the in-service training programs, carrying out in-service training, and evaluation of in-service training programs.
EPÖ 618 Seminar (Successful/Unsuccessful)
This module involves: Identification of subjects of the field of Educational Programs and Instruction, examination of the research carried out in the field of Educational Programs and Instruction, decision on a subject of study, literature review of the chosen subject, limiting the problems of the chosen subject and conducting a research, reporting the research, presenting the research and providing discussions.
EPÖ 622 Education Statistics (3-0-3)
Basic concepts regarding hypothesis tests; Hypothesis, Null hypothesis, type I error, type II error, degrees of freedom, dependent variable, independent variable, one-way test (ANOVA), bidirectional test, normal distribution, “t” distribution, small sample, large sample, PARAMETRIC tests; characteristics, numerical, t-test, one-way and bidirectional analysis of variance, NON-PARAMETRIC tests; characteristics, numerical, X2 and Kolmogrov-Smirnov one-sample t-test, Bonferroni, Mc Nemar and sign tests for two dependent variables, Fisher’s exact probability test for two independent variables, Median and Mann-Whitney U tests; independent K sample X2 test, and implementing SPSS Software Package; Factor Analysis.
EPÖ 625 New Approaches in Teacher Education (3-0-3)
Teacher education system in Turkey and in Cyprus; education in the pre-republic era and education during the republic era, teacher education nowadays, teacher education in countries of the European Union; Germany, Austria, France, Belgium, Holland, Italy, England, Spain, Portugal, teacher education in Unites States of America, Canada, Australia and Japan, teacher education in candidate countries of the European Union; Poland and Hungary.
EPÖ 626 Human Relations in Education (3-0-3)
This module focuses on: Communication theories, communication processes, effective communication in educational institutions, characteristics of effective communication, basic problems in communication and relative solutions, and the significance of communication in the development of organisational cultures.
EPÖ 627 Advanced Assessment and Evaluation (3-0-3)
Basics of assessment, characteristics of equipment and methods relative to this field, registers, tests which require short answers, tests which require classification, verbal tests, goal analysis and test content, evaluating cognitive behaviour, evaluation of emotional behaviour, evaluation of psychomotor skills, examinations and exam planning, printing, applying and evaluating evaluation tools, applying statistics to the evaluation results, assessment and grading, and developing tests through item analysis
EPÖ 630 Cooperative Learning Applications (3-0-3)
This module focuses on: Conceptual framework of cooperative learning, theoretical background of cooperative learning, learning theories that the cooperative learning relies on, cooperative learning environments; traditional environments and computer aided environments, activities for cooperative learning; group projects, homework, written assignments, etc, assessment and evaluation in cooperative learning, teachers role in cooperative learning, implementations of cooperative learning and research results conducted in this field.
EPÖ 649 Project (for MA without Thesis) (Successful/unsuccessful)
The preparation of a research project.
EPÖ 650 Thesis (Successful/unsuccessful)
Carrying out a genuine research in the field of relevant study and thesis defence before a thesis committee.

Aims
This program aims to educate students on; developing educational programs used in; formal and non-formal education institutions of the Ministry of National Education and in public and private establishments. The program also aims to educated and equip students with relevant information, skills and behaviour that is necessary for making instructional activities more efficient. In addition to all the above, this program has been designed to equip students with the necessary knowledge and skills to aid them to become specialized individuals in the field of educational programs and instruction. It directs students to keep up to date on recent developments in the field of educational programs and instruction, and it equips them with relevant abilities and knowledge to be able to make suggestions to the problems identified in this field.
This program has been designed to fit the needs; of teachers from all sectors of education, of individuals working as program developers and/or managers in educative units of public and private institutions, and needs of individuals who wish to be academicians in this field.
This program has been designed to be completed with a thesis. It consists of 7 modules, seminar and a thesis.
Doctorate Modules

Codes Name of Modules T P C
EPO 701 Program Development Models and New Approaches 3 0 3
EPO 702 Evaluating Educational Programs 3 0 3
EPO 703 New Approaches to Instruction 3 0 3
EPO 704 Developments in Teacher Education Systems 3 0 3
EPO 705 Research Design and Data Analysis 3 0 3
EPO 706 Analysis and Design of Instructional Systems 3 0 3
EPÖ 707 New Approaches to Higher Education Programs 3 0 3
EPÖ 708 Educational Programs and Educational Seminars 3 0 3
EPÖ 709 Thesis 3 0 3

Module Contents
EPO 701 Program Development Models and New Approaches (3-0-3)
This module involves: Basic models of program development, behaviour based models, constructivist models, and models on the process of program development. In addition to the above, this module involves a close study of developments made in the field of program development and relevant implementations.
EPO 702 Evaluating Educational Programs (3-0-3)
This module focuses on; approaches to evaluating educational programs, learning processes, program drafts, the schematizing process of programs and analysis. Students will be provided with the opportunity to implement one of the approaches of evaluating educational programs provided in this module.
EPO 703 New Approaches to Instruction (3-0-3)
This module involves a close study of: Discussions on new opinions on instruction, examination of learning styles and learning strategies, reviewing the impact of new teaching methods, associating new teaching methods to new technologies, modern communication tools, restructuring instruction; reviewing the paradigm shifts of teacher-student roles, and possible problems to become across by implementing new methods and approaches to instruction.
EPO 704 Developments in Teacher Education Systems (3-0-3)
This module involves a close study of teacher education systems of different countries. This is done in terms of; common principles, tendencies, developments and relevant issues. This module also involves consideration of the teacher education system of the Turks.
EPO 705 Research Design and Data Analysis (3-0-3)
This module involves: designing a research on instructional technology, implementing the research and facilitating basic statistic through the use of SPSS. Then, the data of the research is analysed and interpreted.
EPO 706 Analysis and Design of Instructional Systems (3-0-3)
This module focuses on: Models of needs assessment, the processes of needs assessment, approaches to needs assessment, needs analysis implementation, performance analysis, task analysis, learner analysis, environmental analysis, and instructional design for students with different learning styles.
EPÖ 707 New Approaches to Higher Education Programs (3-0-3)
In this module, new approaches to higher education programs are emphasized, the Bologna process is closely examined and evaluated.
EPÖ 708 Educational Programs and Educational Seminars (Successful/unsuccessful)
With considerations of contemporary implementations and research carried out in the field of instructional technology, this module provides students with; problem analysis in the field of instructional technology, information on the process of writing a proposal; literature review, subject decision, identification of priorities, definition of problem, limitations of study, method, indications and reaching conclusions, presentation of the proposal, evaluation of feedback, and finalising the thesis as a report.
EPÖ 709 Thesis (Successful/unsuccessful)
Carrying out a genuine research in the field of relevant study and thesis defence before a thesis committee.

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MA Programme in English Language Teaching
The Master of Arts (MA) program in English Language Teaching (ELT) is designed to provide students with the opportunity of acquiring theoretical knowledge and practical experience in ELT. The programme consists of two possible tracks. In the first track, the students can opt to take 8 courses and complete a thesis over a period of two years. In the second track, which does not require students to write a thesis, enables students to complete 10 courses and a small research project over three academic semesters (1.5 years). Each course is worth 3 credits. The Seminar, Thesis and the Project (for non-thesis) are non-credit courses. In order for students to complete the thesis programme, they need to complete 21 credits (7 courses) together with the two non-credit courses, i.e. the Seminar and the Thesis. In order to complete the non-thesis programme, the students need to complete 30 credits (10 courses), plus the Project (non-credit).
The following table shows the compulsory courses within the MA programme. If the students opt for the non-thesis track, they do not need to take ELT 550 – Thesis:

MA in ELT: COMPULSORY COURSES
COURSE CODE COURSE NAME
ELT 516 AdvancedResearch Techniques
ELT 518 Language Teaching Practice
ELT 505 Seminar in ELT (Project in Non-Thesis Track)
ELT 550 Thesis (Only for Thesis track)

The MA programme also enables students to specialise in one of the following fields of study by offering a variety of elective courses. Students should complete at least 2 courses within their selected field of study to be able to receive their award in this field:

  • Teaching English as a Foreign Language
  • Professional Practice
  • Literature
  • Linguistics

The elective courses offered within the department are presented below:

Course Code Course Name
ELT 501 English Language and Linguistics
ELT 502 Innovative Approaches to Language Teaching
ELT 503 Teaching and Learning in the Language Classroom
ELT 504 English Syntax
ELT 506 Language Transfer
ELT 507 Translation Theory and Language Teaching
ELT 508 Applied Linguistics
ELT 509 Psycholinguistics
ELT 510 Discourse Analysis and English Language Teaching
ELT 511 Sociolinguistics
ELT 512 Literature in English Language Teaching
ELT 513 Advanced Writing Skills
ELT 514 British Poetry
ELT 515 Stylistics
ELT 517 Language Acquisition
ELT 519 Micro-Discourse Analysis
ELT 520 Issues and Taboos: The languages of Politics, War Religion and Gender
ELT 521 New Trends in Education
ELT 522 Comparative Literature in Language Teaching
ELT 523 Key Themes in Contemporary Fiction
ELT 524 Advanced Psychology
ELT 525 Instructional Technologies and Materials Development
ELT 526 Research Statistics in Language Teaching
ELT 527 British Novel
ELT 528 ELT Curriculum
ELT 532 Language Testing and Programme Evaluation
ELT 536 Management in ELT
ELT 538 Teacher Development
ELT 542 Cultural Studies
ELT 544 Teacher Cognition
ELT 546 Pragmatics in Language Teaching
ELT 558 Textual Analysis & Writing
ELT 582 Contemporary American Poetry

Students who would like to continue with the Thesis track should satisfy the following language proficiency conditions before they complete their courses. These exam scores are only valid for two (2) years:

Test Minimum Score
YDS (Foreign Language Proficiency Exam, Turkey) 60
TOEFL (Test of English as a Foreign Language) IBT 72
TOEFL (Test of English as a Foreign Language) PBT 530-TWE 4
TOEFL (Test of English as a Foreign Language) CBT 190
IELTS (International English Language Testing Systems) 6.0, provided that the student scores minimum 5.5 in each of the sections
FCA (First Certificate in English) C
CAE (Certificate in Advanced English) C
CPE (Certificate of Proficiency in English) C

If students cannot satisfy these minimum language requirements, they have to sit for the English Language Proficiency exam administered by the department and get a minimum score of 70 out of 100. Students who fail to score 70 in this exam before they start their thesis continue the non-thesis track.
PhD programme in English language teaching
The program leading to the PhD degree is a three year (6 semesters) program of full-time study involving seven taught courses (21 credits) , one seminar course and a dissertation. Applicants are expected to have an MA degree in English Language Teaching. However, students with a degree in a related subject may also be eligible for admission. Non-standard entrants are considered on an individual basis. The PhD program is carried out in accordance with the regulations of the Graduate School of Educational Sciences.

Courses

ELT 601 Current Issues in English Language Teaching
Issues in English language teaching cover a broad area, a variety of subjects widening from language teaching methods to several research subjects, and from subject related suggestions to various research outcomes on different issues. This course aims to explore the most substantial and functional parts of these issues and develop multi-standpoints and critical review of these issues.
ELT 602 Approaches to English Language Teacher Education
Several language teaching approaches have been introduced to the language teaching discipline and each of these approaches has contributed in a different way to the process of language teaching. Language teachers inevitably study and put these approaches into practice throughout their professional lives. The consciousness and awareness of when and how to use which part of which approach is a matter of the teaching skills developed throughout a methodical and scientific education. This course aims to re-examine the advancement of utilizing language teaching approaches and their involvement in the overall process of language teacher education. It also explores and discusses the main issues concerning these approaches.
ELT 603 English Language Teaching Curriculum
Curriculum can be defined as a collection of details of a teaching program. Designing a curriculum is primarily based on a systematic process including an investigation about the needs and requirements, developing objectives of the program in accordance with the needs, structuring the content of the teaching syllabus for each course included in the curriculum, deciding on the appropriate teaching materials and methods in line with the content of the syllabus for each course, deciding on the assessment and evaluation issues, and reporting the effectiveness of the curriculum with its all components. This course, therefore, aims to reconsider all the issues and factors related to designing English language teaching curriculum.
ELT 604 Seminar in ELT
In this course students study on a specific subject that they are planning to focus on further in their PhD study. This course enables students to carry out their preliminary studies before starting their main PhD study.
ELT 605 Sociolinguistics
The field of sociolinguistics which is mainly concerned with the social dimension of language can be defined as the study of language and linguistic behaviour as influenced by social and cultural factors. This course aims to concentrate on the language issues that are surrounded by sociolinguistic parameters and students are expected to reassess these parameters in accordance with the requirements of their studies.
ELT 606 Program Evaluation in English Language Teaching
Program evaluation in language education is essential as it constitutes the most significant analysis and diagnosis procedure of determining the weak and strong boundaries of language programs. Evaluation can be considered as the most systematic process of gathering, analysing, interpreting and reporting data. There are various types of evaluation which seeks to satisfy the needs of the researchers and administrators. Students taking this course examine the types of evaluation, methods and techniques that are primarily utilized in evaluation process.
ELT 607 Instructional Design in English Language Teaching
This course aims to explore the theory and practice in the field of instructional design and devise the possible effective designs for instruction in English language teaching. The course will also focus on the methodology regarding the very essential needs of English language learners. The students are expected to work on the current research, applications and practices concerning the science of instructional design.
ELT 608 Pragmatics and Discourse Analysis
This course guides students to consider Pragmatics as a field which is primarily concerned with the process of producing language and in its producers, not just in the end-product, language. They are directed into the research of the use of language in human communication as determined by the conditions of society. This course also familiarises students with types of descriptions of discourse such as descriptions of cohesive elements, genres features, speech acts and politeness phenomena and provide students with an opportunity to analyse written and spoken texts to investigate their features and to practise the types of descriptions listed above.
ELT 609 Action Research
This course aims to acquaint students with the principles and requirements of an action research. Action research is closely related with classroom research and is generally based on observations and structured applications of certain teaching materials as well as teaching techniques. Students who take this course are expected to develop and expand research skills compliant with the theory of action research.
ELT 610 Statistical Methods in English Language Teaching
Statistics are widely used in quantitative research in many academic disciplines. There are several research designs in English language teaching as well which require statistical analysis for the interpretation of the research data. Students who intend to carry out an experimental or quasi experimental research need to utilize certain statistical methods to process their data and explain its significance to the readers of their reports. There are a number of computer programs which are used for processing the research data. One of them, and probably the most effective of all, is SPSS (Statistical Package for the Social Sciences). Students are expected to familiarize with the fundamentals of this computer software and practice it using real research data. In general, this course seeks to introduce students all the necessary rudiments of statistics which they might need to utilize during their studies.
ELT 611 Psycholinguistics
Psycholinguistics is the study of how the mind perceives, processes and produces language.
This course explores the psychological processes and devices which are considered to be vital in language acquisition. It will also focus on the issues like the connection and relation between thought, knowledge and language and the features, the production and comprehension of language. Psychological impact on language acquisition will also be considered Students are also expected to gain an in-depth understanding of current research in psycholinguistics.
ELT 612 Foreign Language Teaching and Educational Linguistics
Educational linguistics focuses on the application of linguistics to the learning of English language in accordance with the principles of educational theory and practice. The introduction of linguistics into the language teaching settings resulted in more effective and successful foreign language teaching and learning. Students taking this course will examine the principles, methods and means of applying educational linguistics into foreign language teaching and learning settings.
ELT 613 Teacher Development in Foreign Language Teaching
Teacher development in language teaching is an ongoing process and practice. It requires a lifelong learning and development in personal knowledge, language skills and personal teaching skills. The teachers who are concerned with developing their knowledge and skills are more successful and carry out more effective teaching practices than other teachers who do not show sufficient interest to these issues. Teachers who aim to widen their knowledge concerning the teaching of English language ought to be interested in numerous issues such as language skill development techniques, material design, language testing and program evaluation, research techniques, and principles of syllabus or program design.
ELT 614 Problems in Foreign Language Teaching and Learning
This course aims to guide students on how to take the initiative over the problems related to language teaching and learning, how to investigate and diagnose them, and how to produce solutions for these problems.
ELT 615 Recent Developments in Foreign Language Teaching
This course investigates the recent developments in foreign language teaching. Students taking this course revise the developments in foreign language teaching and explore the grounds that lead to these developments. Developmental process in academic fields is an ongoing and inescapable process and continues in different forms, styles and speed in accordance with the needs and requirements of the relevant participants.
ELT 616 Innovative Approaches to Language Teaching
In the last couple of decades, several approaches emerged in line with the needs of the learners. The new paradigm in education, triggered by constructivist and connectivist learning theories, resulted in novel approaches and methods in language teaching as well. In this course, students explore the research concerning the new paradigm in education in conjunction with the new trends and approaches in language learning and teaching.
ELT 617 Teaching with the Internet
The internet prevails as one of the most important means of locating and incorporating knowledge into realities of life. It should also be considered as the biggest source for educational practices and research as well. Students taking this course explore the opportunities that are provided by the internet and its contribution to teaching practices.
ELT 618 Literature and Foreign Language Teaching
The main aim this course is to familiarize students with the possible ways of amalgamating literature with language teaching and learning. The students taking this course explore the research with reference to the incorporation of literature in language learning. The students are presented and given the opportunity to explore and observe the use of short stories, poems, plays and novels in language learning.
ELT 619 Materials Evaluation and Development in English Language Teaching
Teaching materials are prepared and used in accordance with the needs and objectives of the language programs. It can be a very demanding process to design and produce flawlessly functioning materials in language classrooms. However, it is perfectly possible to diagnose the weak and strong sides of teaching materials and improve them accordingly. This course aims to donate students with skills and knowledge about the procedures and requirements of materials evaluation, adaptation and development.
ELT 620 Advanced Research Methods
The aim of any academic research is to produce an original scientific study that contributes to the body of existing knowledge in a specific field. This course aims to give the students the necessary background in traditional and contemporary research methods to enable them to carry out such an academic project at the PhD level. For this purpose, the course covers qualitative and quantitative approaches to research as well as eclectic and mixed methodologies. The course also includes critical discussions of different research studies and their methodologies and drafting of research proposals. Students are expected to review the literature on a specific topic and analyse the scientific approaches used in these studies. In addition, they are expected to produce a comprehensive research proposal on a topic of their choice.
ELT 621 Language Transfer
As the psychological cornerstone of Contrastive Analysis Hypothesis, language transfer has been one of the central, and at the same time, controversial issues in Applied Linguistics, Second-Language Acquisition, and Language Teaching for quite a long time. Therefore, it is essential for Ph.D. students to grasp an in-depth knowledge of Language Transfer and related theories and to implement and apply this knowledge in their teaching career. Accordingly, this course deals with the nature of language transfer and the role it plays in Second Language Acquisition. The course covers all aspects of language transfer including phonological, morphological, syntactic, and lexico-semantics. However, at the Ph.D. level, emphasis will be given to new trends in language transfer and contrastive analysis namely the transfer of textual, discoursal and pragmatic features of mother tongue to the learning of parallel features in the target language.
ELT 627 – English Language and Linguistics
The course introduces students to basic concepts of Linguistics and methods of analysing language. A variety of topics are explored, among which phonetics, phonology, morphology, syntax, language and society, brain and language, etc. The students are asked to research using reliable sources and come up with valuable information about chosen topics.
ELT 638 – Teaching English to Young Learners
The aim of Teaching English to Young Learners (TEYL) is to provide students with knowledge and skills for teaching English as a second or foreign language to young learners. It aims to broaden teachers’ knowledge and skills to successfully teach young learners, including both theoretical and practical aspects of TEYL, as teaching young learners can be very different from teaching teenagers and adults. Although, this course concentrates on the teaching of English to young learners, it is also suitable for teachers of other languages who would like to develop their language teaching skills and practice. On successful completion of the course, students will be able to demonstrate awareness of the variety in the educational backgrounds and cultures of young learners and of the context in which teaching is taking place; understand young learners’ cognitive, affective and social development at different stages and the different learning styles and preferences which young learners bring to learning English; understand the importance of planning for effective teaching which addresses young learners’ needs and interests; assessment and evaluation of young learners.
ELT 639 – Language Testing and Programme Evaluation
Language Testing and Programme Evaluation The first part of the course introduces students to different perspectives on testing, pinpointing the importance of both objective and subjective tests as well as characteristics of a good test; presents different classifications of tests used in the EFL classroom; requires students to have a go in designing their own tests for EFL classrooms (after discussing dos and don’ts and seeing models of tests); and familiarizes them with different aspects of assessment that can be used in the EFL classroom. The second part of the course is dedicated to programme evaluation. Students learn about a systematic curriculum development perspective, an approach that focuses on the planning, development, implementation and evaluation phases of language programmes.
ELT 640 – Theory and Practice in Second Language Reading
This course is designed to provide an overview of the major theories and models regarding second language reading processes and instruction. By covering theoretical underpinnings for conceptualizing and analyzing L2 reading competence, teachers can enhance and improve instruction in the field. Researchers and graduate students, on the other hand, can benefit by situating their research within theoretical frameworks. In addition to the theories and models, the course covers the components of reading ability, reviews research on L2 reading, highlights the role of metacognitive processes in strategic reading and delves into individual differences (what characteristics define good and bad readers).
ELT 644 – Language Teaching Practice
Language teaching practice course is designed to analyse the structural and operational associations between the learning theories (objectivism, instructivism, behaviourism, cognitivism, humanism, constructivism and connectivism) and language learning methodologies and elucidate how these have influenced and shaped the language teaching praxis. During the course, the graduate students will be guided to scrutinise and reconsider their knowledge and perceptions regarding learning strategies, motivation, lesson planning, syllabus, classroom management, materials, assessment, technology, teaching listening, teaching pronunciation, teaching speaking, teaching grammar, teaching vocabulary, teaching reading, and teaching writing. Through discussions and the materials presented in the course, it is hoped that the graduate students will develop a better understanding of the learning practices employed in the language classrooms.
ELT 699 PhD Dissertation NC
ELT 700-799 Special Topics NC

Academic Preperation Modules

Upon the proposals of the relative department, the amount and content of the Academic Preperation Modules are decided by the Board of Management of the Graduate School of Educational Sciences.

Modules (compulsory and optional)

Advanced Research Techniques in Psychological Counselling and Guidance
Development of Personality and Adjustment Problems
Psychological Tests
Personality Services and Guidance
Principles and Techniques of Psychological Counselling
Psychological Counselling through Groups
Vocational Guidance
Seminars in Psychological Counselling and Guidance
Field Studies
Techniques and Applications of Personality Assessment
Contemporary Trends in Psychological Counselling and Guidance
Education of Maladjusted Children
Advanced Assessment and Evaluation
Counselling in Primary Education
Counselling in Secondary Education
Counselling for Communication between parent and child
Project (for MA without Thesis)
Thesis

Description

  • Enabling students with an ability to conduct research in the field of history education and instruction
  • Developing students’ ability of reaching and evaluating data
  • Enabling students with an ability to interpret data reached during research
  • Providing students with new perspectives and an in-depth understanding of recent developments in the filed of on history teaching
  • Enabling students with an ability to identify the necessary steps towards new syntheses and conclusions
  • Providing applications of recent ideas and methods that has risen up in the field of history education and instruction
  • Putting forward what skills the history teachers and historians of the 21st century are required to have in order to explicitly express themselves

MA with Thesis
Students who have enrolled to this program are required to successfully complete modules of at least 21 credits, besides successfully completing a seminar module. They are required to acquire at least CC from each module studied and to acquire BB as a CGPA= Cumulative Grade Point Average. Once students complete the modules according to the requirements mentioned above, they are required to work under the supervision of an advisor; which will be assigned by the Graduate School of Educational Sciences. Students will need to prepare a thesis during this supervision and will then have to defend it in front of a thesis committee; usually consisting of at least three members. In order to complete this program successfully, students are required to get an approval from the thesis committee. The maximum duration of the program is 6 semesters, where as the least duration is 4 semesters
1. Semester

Module Codes Module Name Credits
TAR-500 The Nature and Role of History in Education 3
TAR-501 Applied Statistics in History Instruction 3
TAR-502 Turks and History 3
TAR-503 Teaching History of Republic of Turkey 3
TAR-504 Education 3
TAR-505 History of Education in Cyprus 3
TAR-506 History of Ottoman Texts I 3
TAR-507 History Education and Identity 3
TAR-508 A History of Modern Political Thought 3

2. Semester

Module Codes Module Name Credits
TAR-511 Teaching Atatürk Principles and Revolutions History 3
TAR-512 Analysis of History Course Books of Secondary Education 3
TAR-513 World History and European History in the 20th Century 3
TAR-514 History of Turkish Innovations 3
TAR-515 Education 3
TAR-516 History of Ottoman Texts II 3
TAR-517 Seminar
TAR-518 Modern Approaches in History Instruction 3
TAR-519 Challenges of History Instruction 3
TAR-520 Thesis

Module Contents
The Nature and Role of History in Education
This module involves focusing on the role and significance of history in the social sciences. It also involves the focus of the role and significance of history instruction in the field of education.
Applied Statistics in History Instruction
Students are provided the basic concepts of statistics and the usage of the SPSS program. The usages of the SPSS program are studied through relative examples.
Turks and History
This module focuses on: Emergence of Turks and the identity of Turks in history, Turks and the government, historical outcomes of the Turkish dominance in middle Asia, Islamic civilisation and Turks, Turkish universality in the Seljuk Period, Turkish dominance over three continents and Pax-Ottomana, the birth of modern Turkey.
Teaching of History of Republic of Turkey
This module involves the study of: Ottoman government and Treaty of Mondros, establishments of national associations, Amasya Circularization, Erzurum Congress, Sivas Congress, Representative Committee and Istanbul Government, establishment of the Grand National Assembly of Turkey, Treaty of Sevres, Moudania Armistice, the removal of Sovereignty, Lozan Conference, Proclomation of the Republic of Turkey, removal of caliphate, principles and revolutions of Atatürk, the establishment and the development of national economy, foreign policies of the Republic of Turkey, 2nd World War and Turkey, and the analysis of the development of Turkish democracy system.
History of Education in Cyprus
Students will be provided information on education systems used and developed by the governments, of the past and the present, in Cyprus. Through the light shed by the information stated above, comparisons of the education systems and the present education system will be made.
History of Ottoman Texts I
This module focuses on: the analysis of the printed and hand written texts of the Ottomans and the presentation of different styles of calligraphies used in the history of Ottoman Empire.
History Education and Identity
This module involves the analysis of the relationship between history education and identity, the emphasis of how different narrations of history effect the formation of identity of the communities and the relationships between different communities.
History of Modern Political Thought
This module involves the study of the primary elements of the modern political ideologies and the relative developments in the historical continuum. It also involves the effects of these thoughts on the world that we are living in now; socially, politically and economically.
Teaching Atatürk Principles and Revolutions
This module involves a close study of the History of Republic of Turkey and Kemalism taught in primary and secondary education, History of Atatürk Principles and Revolutions taught at university level. The aims of this lesson are studied through contemporary perspectives in education, and the procedures involved in teaching history through contemporary approaches. This module also involves the analysis of history course books, CD-Rom’s and websites in terms of content and pedagogic basis.
Analysis of History Course Books of Secondary Education
History books used in secondary education, which have been printed in various periods of Turkey, are analysed in terms of content, visual quality, language, and accuracy of the information provided.
World History and European History in the 20th Century
This module focuses on: Formation of a European Block, 1st World War, Bolshevik Revolution in Russia and the empowerment of the new regime, 2nd World War, moving into a world with the cold war, detached states, conflicts in the period following the cold war, developments in the Middle East, wars between Arabs-Israel, Iran and Afganistan in the 20th century, the Balkans, and the dissolution of the Soviet Union and relative outcomes, and European Union.
History of Turkish Innovation
This module focuses on the investigation of developments that have emerged during the last periods of the Ottoman Empire and the reasons behind the destruction of the empire. The efforts put forward to prevent destruction, starting from before the period of Selim the 3rd to 2nd Constitutional Monarch are also studied in detail. In addition, revolutions at the period of Republic of Turkey are also dealt with as part of this module.
History of Ottoman Texts II
Ottoman calligraphy and documents of different eras will be examined.
Seminar
Students are given tasks on conducting research on certain periods of the Turkish history and these tasks are evaluated with historical methodology.
Modern Approaches in History Instruction
Concepts such as; historical thought, critical thinking, historical knowledge, multiple perspectives, and historical empathy are studied through student centred history instruction. New approaches in the filed of history instruction are closely examined, and in-class activities are carried out to support the notions presented to the students.
Challenges of History Instruction
Basic problems and issues related to the field of history instruction are emphasized. Students are encouraged to investigate these problems through critical thinking and discuss on possible solutions relative to these problems.

Academic Preparation Modules

Upon the proposals of the relative department, the amount and content of the Academic Preparation Modules are decided by the Board of Management of the Graduate School of Educational Sciences.

Modules (compulsory and optional)

Analysis of Educational Needs
Design of educational Programs
Advanced Research Techniques
Strategies and Techniques in Education
Evaluation of the Educational Programs
Performance Evaluation
Strategic Planning in Education
Organizational Psychology
Human Relations
Career Counselling
Total Quality Management in Education
Leadership and Change in Education
Adult Education
Organisations and Organisational Designs in Education
Computer Aided Learning Environments
Web Based Education
Seminars
Project (for MA without Thesis)
Thesis

Academic Preparation Modules

Upon the proposals of the relative department, the amount and content of the Academic Preparation Modules are decided by the Board of Management of the Graduate School of Educational Sciences.

Modules (compulsory and optional)

Judicial Texts related to Achieve Documents
Turkish Language Grammar
Old Turkish Literature and Prose
Advanced Research Techniques
Seminar
Advanced Ottoman Turkish
Persian
Ottoman Turkish Script Examples and Applied Palaeography
Ottoman Turkish and Text Study
Principles of Usage and Orthography of Turkish
Practices in Record Keeping
Implementation on Record Keeping
Dewey Decimal System Classification
Project (for MA without Thesis)
Thesis

Module Code Module Name
OÖÖ 503 Advanced Research Techniques
OÖÖ 504 Seminar
OÖÖ 516 Research and Project Management
OÖÖ 518 Inclusion Education in the Preschool Period
OÖÖ 519 Creative Drama Education
OÖÖ 534 Conflict Resolution and Communication
OÖÖ 542 Developments in Science Instruction in the Preschool Period
OÖÖ 541 Teacher Competencies
OÖÖ 545 Literacy Preparation
OÖÖ 650 Thesis

CONTENTS
OÖÖ 503 Advanced Research Techniques
This module aims to provide the students with an in-depth understanding on advanced techniques which are employed in conducting research, enabling them to run their research at high standards. In addition to the above, students are provided with a broad knowledge and equipped with relevant skills to acquire accuracy and reliability in process of conducting research.
OÖÖ 504 Seminar
This module involves: Information on the determination of the thesis topic, selection of the necessary methods and techniques required for this research, and the consideration of the development of the research.
OÖÖ 516 Research and Project Management
This module involves facilitating practical information on how to manage research and projects. Students are provided with necessary knowledge and skills to conduct accurate, valid and timely research.
OÖÖ 518 Inclusion Education in the Preschool Period
This module focuses on: The definition of inclusion, its basic principles, communication between disabled students with non-disabled (normal) students, the effects of integrated environments on non-disabled and disabled students, and the review of studies on integration. In addition to the above, individualized instruction environments, the attitudes of children, families and educators who are against integration, the consideration of educational and physical organisation in the integrated environments are all studied closely.
OÖÖ 519 Creative Drama Education
This module involves providing the students with the necessary knowledge and skills related to: basic concepts regarding creativity, drama, creative drama, the process of the development of creative idea, techniques utilized in order to benefit from creative drama used as a method in education. In addition to the above, this module also involves; review of the research and discussions on different ways of facilitating creativity and drama in application, improvisation of various topics, role play, animation with techniques, critical thinking, creative thinking, etc.
OÖÖ 534 Conflict Resolution and Communication
This module provides the students information on: Resolution of conflicts, understanding or analysis of problems, and the significance of trust and openhearted communication in the process of conflict resolution. Cognitive schemas, the development of a problem resolving sense that is independent from judgements, problem evaluation, investigation of the source of problem and the reasons behind it are all dealt with in detail, along with supportive examples.
OÖÖ 542 Developments in Science Instruction in the Preschool Period
This module focuses on: Science instruction in the preschool period, learning and teaching approaches facilitated in science instruction, and developments in science instruction specifically in the preschool period of human life. In this module, students will be provided applied examples relative to the instruction of science in the preschool period.
OÖÖ 541 Teacher Competencies
This module emphasizes competencies of teachers; in field teaching, in primary education, in secondary education, and in higher education. It also provides students with knowledge on teacher competencies in postgraduate studies such as MA’s and PhD’s.
OÖÖ 545 Literacy Preparation
In this module, the literacy preparation of children at the preschool period is taken into hand in detail. Basic concepts and cautious considerations of the relative applications and approaches are emphasized deeply.
OÖÖ 650 Thesis
Students who complete the modules of this program are required to carry out a research which is carried out under the supervision of an adviser. The process of this research includes; the preparation of the thesis proposal, getting an approval for the proposal, literature review relative to the chosen field of study, the writing and presentation of the thesis to the thesis committee and getting an approval.


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