Information Package / Course Catalogue
LSC 504 Advanced Educational Sociology
MEF University
Degree Programs
Learning Sciences (Non-Thesis) (English)
General Information For Students
Diploma SupplementErasmus Policy Statement
Learning Sciences (Non-Thesis) (English)
Master Length of the Programme: 1.5 Number of Credits: 90 TR-NQF-HE: Level 7 QF-EHEA: Second Cycle EQF: Level 7

Ders Genel Tanıtım Bilgileri

School/Faculty/Institute Graduate School
Course Code LSC 504
Course Title in English Advanced Educational Sociology
Course Title in Turkish Advanced Educational Sociology
Language of Instruction EN
Type of Course Flipped Classroom,Lecture
Level of Course Advanced
Semester Spring,Fall
Contact Hours per Week
Lecture: 3 Recitation: - Lab: - Other: -
Estimated Student Workload 130 hours per semester
Number of Credits 5 ECTS
Grading Mode Standard Letter Grade
Pre-requisites None
Expected Prior Knowledge None
Co-requisites None
Registration Restrictions Graduate Students Only
Overall Educational Objective To understand the relationship between the social foundations of education and school success with a critical perspective.
Course Description İleri Eğitim Sosyolojisi, eğitimin toplumsal temellerini, bir başka deyişle eğitim sistemini, okulu, öğretmeni, öğrenciyi, özellikle de öğrenci başarısı şekillendiren toplumsal güçleri araştırmak ve anlamak için tasarlanmıştır. Bu amaç doğrultusunda eğitimin girdilerini, süreçlerini ve sonuçlarını etkileyen sosyal, ekonomik, politik, yasal, tarihsel ve kültürel faktörlerle ilgili araştırmaların eleştirel bir bakış açısıyla incelenmesini ve yeni bakış açıları geliştirilmesi için gerekli çalışmaları kapsamaktadır.
Course Description in Turkish Sociology of Advanced Education is designed to investigate and understand the social foundations of education, in other words, the social forces that shape the education system, the school, the teacher, the student, and especially student success. For this purpose, it covers the critical examination of research on social, economic, political, legal, historical and cultural factors affecting the inputs, processes and results of education and the necessary studies to develop new perspectives.

Course Learning Outcomes and Competences

Upon successful completion of the course, the learner is expected to be able to:
1) To understand the relationship between the social foundations of education and school success with a critical perspective.
2) Understanding the economic, demographic, political, social, legal, historical and cultural forces that influence education and student success.
3) Respecting individual, social, racial, ethnic, cultural, religious and linguistic differences in education
4) To develop and apply the skills necessary to use digital technology in education.
5) To develop one's own view of the social problems that affect student success and the social forces that create these problems.
Program Learning Outcomes/Course Learning Outcomes 1 2 3 4 5
1) Ability to investigate innovative ideas in education, evaluate and design best teaching practices
2) Deep knowledge related to research in education, psychology of K-12 children and social issues affecting success in education
3) Appreciation of interdisciplinary views from Psychology, Engineering, and Education that will be effective in decision making in educational issues
4) Ability to design and implement educational programs that will be permanent and good for the benefits of K-12 students
5) Capability to use technological tools to design educational settings and lessons
6) Awareness of the importance of being a lifelong learner
7) Ability to situate themselves in ‘learner’ position when planning educational settings
8) Competence to evaluate educational research articles
9) Competence to communicate academically, in writing and orally.

Relation to Program Outcomes and Competences

N None S Supportive H Highly Related
     
Program Outcomes and Competences Level Assessed by
1) Ability to investigate innovative ideas in education, evaluate and design best teaching practices N
2) Deep knowledge related to research in education, psychology of K-12 children and social issues affecting success in education N
3) Appreciation of interdisciplinary views from Psychology, Engineering, and Education that will be effective in decision making in educational issues N
4) Ability to design and implement educational programs that will be permanent and good for the benefits of K-12 students N
5) Capability to use technological tools to design educational settings and lessons N
6) Awareness of the importance of being a lifelong learner N
7) Ability to situate themselves in ‘learner’ position when planning educational settings N
8) Competence to evaluate educational research articles N
9) Competence to communicate academically, in writing and orally. N
Prepared by and Date ,
Course Coordinator MUSTAFA ÖZCAN
Semester Spring,Fall
Name of Instructor Prof. Dr. MUSTAFA ÖZCAN

Course Contents

Week Subject
1) WHAT ARE THE SOCIAL ISSUES IN EDUCATION?
2) CRITICAL THINKING ON SOCIAL ISSUES IN EDUCATION
3) REVIEWING STUDENT OUTCOMES AND ACHIEVEMENT GAP WITH A CRITICAL PERSPECTIVE
4) APPROCHES TO CLOSING THE ACHIEVEMENT GAP
5) STUDENT CHARACTERISTICS AND ACHIEVEMENT
6) FAMILY AND STUDENT ACHIEVEMENT
7) CULTURE AND STUDENT ACHIEVEMENT
8) LANGUAGE AND STUDENT ACHIEVEMENT
9) TEACHERS AND STUDENT ACHIEVEMENT
10) COMMUNITY AND STUDENT ACHIEVEMENT
11) EDUCATIONAL FUNDING AND STUDENT ACHIEVEMENT
12) DIGITAL MEDIA AND STUDENT ACHIEVEMENT
13) FINAL RESEARCH PAPER
15) End of Term Exams
16) End of Term Exams
Required/Recommended ReadingsÖnerilen Kaynaklar: Apple, M.W., Ball, S.J., Gandin, L.A. (E.d.). (2009) The Routledge International Handbook of the Sociology of Education, Routledge Ausdale, D.V., and Feagin J.R. (2001). The first R: How children learn race and racism. New York: Rowman and Littlefield Pub. Inc. Aydın, U., Tunç-Pekkan, Z., Taylan, R. D., Birgili, B., & Özcan, M. (2017). Equity in middle school students’ fractional knowledge: Does school type matter in Turkey? [Ortaokul öğrencilerinin kesir bilgisinde eşitliği: Türkiye’de okul türü fark eder mi?] European Journal of Education Studies [Avrupa Eğitim Araştımaları Dergisi], 3 (9), 541-557. Aydın, U., Tunç-Pekkan, Z., Taylan, R. D., Birgili, B., & Özcan, M. (2017, In Press). Okulda Üniversite Modeli: Beşinci sınıf öğrencilerinin kesir bilgisi gelişiminden yansımalar [University within School: Reflections from the fifth-grade students’ fractional knowledge development]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal]. (ULAKBİM) Aydın, U., Tunç-Pekkan, Z., Taylan, R. D., Birgili, B., & Özcan, M. (2016). Üniversite-Okul Ortaklığının Ortaokul Öğrencilerinin Kesir Bilgisi Üzerindeki Etkisi. Eğitimsel Araştırma Dergisi. (SSCI) Bills, D., Helms, L., and Özcan, M. (1994, September). Educators' perspectives on student employment. Educational Policy: An Interdisciplinary Journal of Policy and Practice, Vol. 8, pp. 272-288. Sage Pub. Boronski, T., Hassan, N. (1959). Sociology of Education, Sage Çelikkaya, H. (2014). Fonksiyonel Eğitim Sosyolojisi (Pedagojik Formasyon Amaçlı), Nobel Akademik Yayıncılık Demaine, J. (1981). Contemporary Theories in the Sociology of Education, Palgrave Macmillan Dewey, J. (1899). Okul ve Toplum, Pegem Akademik Yayıncılık Doğan, İ. (2012). Eğitim Sosyolojisi, Nobel Akademik Yayıncılık Dura, C. (1990). Bilgi Toplumu, Kültür Bakanlığı Durkheim, D. (2016). Eğitim ve Sosyoloji, Pinhan Yayıncılık Ergun, D. (2005). Sosyoloji ve Eğitim, İmge Kitabevi Gersten, R.M., and Jimenez, R.T. (1998). Promoting learning for culturally and linguistically diverse students. CA: Wadsworth Pub. Comp. Hallinan, M.T. (2011). Frontiers in Sociology of Education, Springer Hallinan, M.T. (2000). Handbook of the Sociology of Education, Springer Helms, L., Bills, D., and Özcan, M. (1995, December). The impact of student employment on teachers' attitudes and behaviors towards working students. Youth and Society, Vol. 27, pp. 169-193. Sage Pub. Hyman-Anglin, R. (1994). Education and Society: An Introduction, [publisher not identified] Jonathan Kozol, (1991). Savage inequalities. New York: Harper Perennial. Kaymak, M. (2014). Eğitim Sosyolojisi, Pegem Akademi Lareau, A. (2000). Home advantage. Social class and parental intervention in elementary education. New York: Rowman and Littlefield Pub. Inc. Meighan, R. (1981). A Sociology of Educating, Bloomsbury Miller, L.S (1997). An American imperative: Accelerating minority educational advancement. New Haven: Yale University Press. Morrish, I. (1972). Sociology of Education: An Introduction, Unwin Education Books Nelson J.L, Palonsky S.B and McCarthy M.R, (2012). Critical Issues in Education: Dialogues and Dialectics, 8th ed., Boston: McGraw Hill. Ogbu, J. (2003). Black American students in an affluent suburb: A study of academic disengagement. New Jersey: Lawrence Erlbaum Associates Pub. Özcan, M. (2023). Atatürk ve Dönemin Aydınları Nasıl Bir Eğitim, Öğretmen ve Gençlik İstiyordu: 100. Yılda İdealleri Gerçekleşti mi? Türkiye Özel Okullar Derneği (TÖZOK), Cunhuriyetin 100. yılı ve eğtimin geleceği. İstanbul 1923, s. 58-70. Bu makalenin ilk hali 26-28 Ocak 2023 günlerinde Antalya’da toplanan TÖZOK 21. Geleneksel Eğitim Sempozyumu’nda sunuldu. Özcan, M. (2022. Eğitimin anlamı, amacı ve önemi. Hazırlanmakta olan Herkes için eğitime giriş adlı kitabın ilk bölümü. Yayınlanmadı. Özcan, M. (2013, August). Teaching the mighty culture: made by us & maker of us. International Online Journal of Educational Sciences, 2013, 5(2), 339-350. ISSN: 1309- 2707. A peer-reviewed journal: http://www.iojes.net/ Özcan, M. (2013, Aralık). Okulda üniversite: Türkiye’de öğretmen eğitimini yeniden yapılandırmak için bir model önerisi (University within school: A model to re-structure teacher education in Turkey). İstanbul, Turkey: TÜSİAD Yayını (Information about TÜSİAD can be seen at www.tusiad.us or at www.tusiad.org). Özcan, M. (2012). Okulda üniversite modelinde kavramsal çerçeve: Eylemdeki vizyon (Cenceptual framework: Vision in action in the model of university within school). Öğretmen Eğitimi ve Eğitimcileri Dergisi (Journal of Teacher Education and Educators), Vol. 1, Num. 1, pp. 107-132. Özcan, M. (2011). Bilgi çağında öğretmen: Nitelikleri, eğitimi ve gücü (Teachers in the information age: Education, qualities and power). Ankara, Turkey: TED Yayını (Information about TED is available at http://www.ted.org.tr/) Özcan, M. (2011). İşyerinde üniversite kavramının öğretmen eğitimine uygulanması (Implementing the concept of “university in the workplace” in teacher education. Bu bölüm daha önce YÖK tarafından 27-29 Mayıs 2011'de düzenlenen Uluslararası Yükseköğretim Kongresi: Yeni Yönelişler ve Sorunlar konferansında bildiri olarak sunulmuştur. Özcan, M. (2011). Bilgi toplumunda eğitim ve öğretmenlik mesleği (Education and profession of teaching in the information society) in Dr. Adnan Boyacı (Ed.), Eğitim sosyolojisi (Sociology of education) (pp. 141-158). Eskişehir, Turkey: Anadolu University Publication. Co-author: Dr. Servet Ozdemir Özcan, M. (2011). Bir bilim olarak eğitimin siyasi temelleri (Political foundations of education) in Dr. M. Çağatay Özdemir (Ed.), Eğitim bilimine giriş (Introduction of educational sciences) (pp. 135-160). Ankara, Turkey: Pegem Akademi Publication. Özcan, M. (2011). Türkistan’da demokrasi eğitimi: Amerikan tecrübesinden yararlanmak. Kitap: Hisao Komatsu, Şahin Karasar, Timur Dadabaev ve Güljanat Kurmangalieva Ercilasun (Eds.), Central Eurasian Studies: Past, Present and Future. İstanbul: Maltepe Üniversitesi Yayını, (s. 579-594). Bu bölümün ilk şekli Maltepe Üniversitesi, the University of Tokyo ve the University of Tsukuba (Japan) tarafından 17-19 Mart 2009’da İstanbulda düzenlenen the International Conference on Central Eurasian Studies: Past, Present and Future adlı konferansta bildiri olarak sunulmuştur. Özcan, M. (2006). The education we need: Democratic, diversified, and experiential. Issues in Teaching and Learning. Vol. 1, No 4. http://www.ric.edu/itl/. Özcan, M. (2001). In the track of the learned. Translated from Turkish into English. Published by a prestigious, non-profit organization, Ataturk Culture Center, a sub-division of the Ataturk Supreme Council for Culture, Language and History. Ankara, Turkey. Publication no: 235. It is the translation of the book, Bilgelerin yolunda (2000) written by Dr. Sadık Tural, President of by the Ataturk Supreme Council for Culture, Language and History. Özcan, M. (1986). Japon eğitim sisteminin kültür kaynakları (Cultural sources of the Japan's educational system). Translated from English into Turkish. Includes an introductory chapter written by me on the cultural foundations of the Japanese education system. Published by the Turkish Ministry of Culture and Tourism. Ankara, Turkey. It is the translation of the book, Education and Japan's modernization (1979) by Makoto Aso and Ikuo Amano. Özcan, M. (1986). Kitap bölümü: Okul dışı gençliğin eğitimi. Gazi Üniversitesi tarafından yayınlanan Milli Kültür ve Gençlik adlı kitapta bir bölüm. Bu bölümün ilk şekli Gazi Üniversitesi tarafından 13-15 Kasım 1985 tarihlerinde Ankara’da düzenlenen Milli Kültür ve Gençlik Sempozyumunda sunulmuştur. Özcan, M. (2014). What serves best Kurdish self-interests in Turkey: An analysis in light of the American experience of becoming a nation and the role of education. KALEM International Journal of Educational and Human Sciences (KIJEHS), 4(7), 135-173. Öztürk, H. (1993). Eğitim Sosyolojisi, Hatiboğlu. Robinson, P. (1981). Perspectives on the Sociology of Education:An Introduction, Routledge. Sadovnik, A.R. (E.d.). (2007). Sociology of Education:A Critical Reader, Routledge Tezcan, M. (2006). Eğitim Sosyolojisi, Anı Yayınları
Teaching MethodsOne of the goals of this course is to create a Democratic Learning Community in the classroom. Everyone within the learning community is expected to share their ideas with the group without any concern. It should not be forgotten that learning is not only an individual experience but also a social process. Members of the community should teach and learn from each other. In any teaching and learning activity, interaction and active participation among students is essential. In this course, methods that provide the opportunity to learn by doing, experiencing and producing, and that lead to development by learning from experiences are applied.
Homework and Projects-
Laboratory Work-
Computer Use-
Other Activities-
Assessment Methods
Assessment Tools Count Weight
TOTAL %
Course Administration

Ödevler hazırlanırken akademik yazım kurallarına dikkat edilmesi gerekmektedir. Derste kayıt almak yasaktır. Etik kurallara aykırılık ve intihale müsamaha gösterilmez ve bu durumların tespiti halinde öğrenci dersten başarısız olur. Ayrıca durum Enstitü’ye bildirilir. Kopya çekmek veya çektirmek ve intihal yapmak 2547 Sayılı Yüksek Öğretim Kanunu'nun 54. Maddesi’ne tabi olacaktır.

ECTS Student Workload Estimation

Activity No/Weeks Hours Calculation
No/Weeks per Semester Preparing for the Activity Spent in the Activity Itself Completing the Activity Requirements
Course Hours 14 2 3 2 98
Project 1 8 8
Midterm(s) 1 8 2 10
Final Examination 1 12 2 14
Total Workload 130
Total Workload/25 5.2
ECTS 5