Yabancı Uyruklu Öğrencilerin Eğitim Gördüğü Okullarda Öğretmenlerin Karşılaştığı Sorunlar ve Çözüm Önerileri

Şimşir, Zeynep; Dilmaç, Bülent

doi:10.17051/ilkonline.2018.466425

Cited by 19 publications

(20 citation statements)

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“…In a study conducted with educators teaching Syrian refugees, Simsir and Dilmac (2018) found that Syrian refugee children experienced academic, social and language-communication difficulties. A similar study by Cigerci and Gungor (2016) also revealed foreign students, most of them Syrian refugees, faced economic, political, social, psychological and educational problems.…”

Section: Literature Reviewmentioning

confidence: 99%

Refugee Children from the point of School Administrators and Teachers’ Experiences

Serin¹,

Bozdağ²

2020

EUROPEAN J ED RES

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In the present study, perceptions of Turkish school administrators and teachers towards Syrian refugee children were examined through metaphors. 71 school administrators and 242 teachers from 27 different provinces of Turkey participated in the study. As a result of the study, the metaphors produced by school administrators were grouped into four categories: "child with cultural adaptation and belonging problems", "fragile and needy child", "child who is no different from other children" and "problematic child". The metaphors produced by teachers were grouped into six categories: "child with cultural adaptation and belonging problems", "child who is no different from other children", "fragile and needy child", "problematic child", "child who can reveal her/his potential with interest" and "compatible child". Participants' perceptions of refugee children were not related to gender but there was a significant relationship between professional seniority and the number of refugee children at school. Although school administrators and teachers have positive perceptions about refugee children, their negative perceptions are largely due to the lack of professional experience and the high number of students at school. Providing vocational support to teachers and administrators, planning the number of students in schools, and providing resources to schools will improve positive perceptions about refugee children.

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Section: Literature Reviewmentioning

confidence: 99%

Refugee Children from the point of School Administrators and Teachers’ Experiences

Serin¹,

Bozdağ²

2020

EUROPEAN J ED RES

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“…Bu durum Türkiye'nin 2011 yılından günümüze almış olduğu yoğun göçten kaynaklanıyor olabilir. Bu çalışmalarda genel olarak Suriyeli öğrencilerin okula uyum sürecinde yaşadıkları sorunlar ve çözüm yolları öğretmenlerin görüşleri doğrultusunda irdelendiği görülmüştür (Akman ve İmamoğlu Akman, 2019;Akpınar, 2017;Biçer ve Kılıç, 2017;Erdem, 2017;Karadağ, 2016;Levent ve Çayak, 2017;Özcan, 2018;Sağlam ve İlksen Kanbur, 2017;Şimşir ve Dilmaç, 2018;Şeker ve Aslan, 2015;Tanrıkulu, 2017).…”

Section: Introductionunclassified

Öğretmenlerin Mülteci Öğrencilere Yönelik Tutumları ile Çokkültürlü Eğitim Algıları Arasındaki İlişkinin İncelenmesi

Akman

2020

Pamukkale University Journal of Education

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The aim of this research was to examine the attitudes of the teachers towards multicultural education and refugee students. In addition, the relationship between the variables has been investigated. The research was described in the relational survey model. The study group was consist of 232 teachers who work in Turkey in the 2017-2018 academic year. The research data were collected by "Multicultural Education Attitude Scale" and "Refugee Student Attitude Scale". Data were analyzed with SPSS and Lisrel programs. The findings of the research indicated that teachers' attitudes towards multicultural education and refugee students were relatively moderate. Moreover, it was determined that there is positive, moderate and significant relationships between the variables. In addition, it has been found that multicultural education attitude shows the highest effect on the competence dimension.

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“…Mültecilerin dil sorunu ile ilgili literatürde benzer bazı çalışmalarda da mülteci öğrencilerin okula uyumunda veya erişiminde en önemli sorunlardan birinin dil sorunu olduğu ortaya koyan (Amaç & Yaşar, 2018;Bircan & Sunata, 2015;Bugay, Karakedi & Erdur, Baker, 2016;Culbertson & Constant, 2015;Erdem, 2017;Ereş, 2016;Göktaş, 2016;Keskinkılıç Kara & Şentürk-Tüysüzer, 2017;Levent & Çayak, 2017;Mercan-Uzun & Bütün, 2016;Sarıtaş, Şahin & Çatalbaş, 2016;Şeker & Sirkeci, 2015;Şensin, 2016;Şimşir & Dilmaç, 2018;Taştan & Çelik, 2017) birçok araştırma yer almaktadır. Zan (2018), mülteci çocukların eğitim ihtiyacına dikkat çekerek çocuk kütüphanelerinin ve halk kütüphanelerinin çocuk bölümlerinin, mülteci çocukları topluma kazandırmadaki etki ve katkılarını "Mülteci çocukların gelişiminde çocuk kütüphanelerinin rolü" adlı araştırmasında açıklamıştır.…”

Section: Introductionunclassified

Farkli Li̇se Türleri̇nde Eği̇ti̇m Gören Orta Doğulu Kiz Öğrenci̇leri̇n Elementler Konusunu Anlama Düzeyleri̇

DAĞBAŞI¹

2019

TurkishStudies

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Yabancı Uyruklu Öğrencilerin Eğitim Gördüğü Okullarda Öğretmenlerin Karşılaştığı Sorunlar ve Çözüm Önerileri

Cited by 19 publications

References 0 publications

Refugee Children from the point of School Administrators and Teachers’ Experiences

Refugee Children from the point of School Administrators and Teachers’ Experiences

Öğretmenlerin Mülteci Öğrencilere Yönelik Tutumları ile Çokkültürlü Eğitim Algıları Arasındaki İlişkinin İncelenmesi

Farkli Li̇se Türleri̇nde Eği̇ti̇m Gören Orta Doğulu Kiz Öğrenci̇leri̇n Elementler Konusunu Anlama Düzeyleri̇

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