Araştırma Makalesi
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İlkokul Yöneticilerinin Görüşlerine Göre Okullarda Mülteci Çocuklarla İlgili Uygulamalar, Sorunlar ve Çözüm Önerileri / Practices, Problems and Solution Suggestions Related to Refugee Children in Schools According to the Views of Primary School Administrators

Yıl 2023, Cilt: 14 Sayı: 5, 296 - 318, 22.10.2023

Mahmut Bucak Aysun Erginer

https://doi.org/10.19160/e-ijer.1349045

Öz

Göç, insanın var oluşuyla birlikte ele alınabilecek gerçeklerden biridir. Konumu ya da gelişmişlik düzeyi gibi nedenlerle bazı ülkeler göç alma konusunda başı çekmektedirler. Türkiye de jeopolitik konumu nedeniyle bu ülkelerden biridir. Göçle gelen insanları toplumla uyumlu hale getirebilmek için eğitim sisteminde belirli düzenlemelere gidilmesi gerekmektedir. Konu, göçle gelen çocuklar olduğunda ise durum daha da hassaslaşmaktadır. Mülteci çocukların devam ettikleri okullarda izlenen yönetsel anlayış, çocukların uyum süreci ve başarıları üzerinde etkili olabilmektedir. Bu araştırmada, okul yöneticilerinin görüşlerine başvurularak Türkiye’deki mülteci çocukların devam ettiği ilkokullarda yapılan çalışmaların, yaşanan sorunların ve çözüm önerilerinin belirlenmesi amaçlanmıştır. Araştırmada nitel yaklaşım izlenmiş ve durum çalışması deseni ile kurgulanmıştır. Durum çalışmalarında; gerçekte var olan durumu derinlikli bir şekilde ele almak için, araştırma ve incelemeler yapılmaktadır. Araştırmanın çalışma grubunu okul yöneticileri oluşturmuş, grubun oluşturulmasında amaçlı örneklem yollarından biri olan ölçüt örnekleme yöntemi kullanılmıştır. Ölçüt olarak Nevşehir’deki mülteci çocuk sayısı bakımından en kalabalık ilkokullarda görevli okul yöneticileri seçilmiştir. Verilerin toplanmasında yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma verileri betimsel ve içerik analizi ile çözümlenmiş, katılımcı yanıtlarından kategori ve kodlar oluşturulmuş, katılımcı görüşlerinden alıntılara yer verilerek elde edilen bulguların güvenirliği sağlanmaya çalışılmıştır. Araştırma sonuçları, okul yöneticilerinin büyük çoğunluğunun okullarında uyum sınıfları açma ve dil sorununu çözmeye yönelik girişimlerde bulunduklarını göstermektedir. Mülteci çocuklarla ilgili okullarda ilk sırada dil sorunu olmak üzere; kayıt, devamsızlık, kültürel uyuşmazlık, uyum sağlayamama, kaynak eksikliği, temiz olmama, veli ilgisizliği vb. sorunlarla karşılaşıldığı görülmektedir. Okul yöneticileri mülteci çocukların özellikle dil sorununu aşabilmek için yapılan çalışmaları yararlı bularak, devamlılığını önermişlerdir. Sorunların çözümünde sanatsal ve kültürel etkinlikler düzenleme ve bu etkinliklere katılım sağlamanın yararlı olacağı, iyi planlanan ve ihtiyaçtan hareketle uygulanacak hizmet içi eğitimlerin de daha etkili olacağı düşünülmektedir.

Anahtar Kelimeler

Göç Mülteci çocuk Okul yönetimi Okul yöneticisi Okul müdürü

Kaynakça

  • Alkalay. G., Kıral, B., & Erdem, A. R. (2021). İlkokul yönetici ve sınıf öğretmenlerine göre Suriyeli sığınmacı öğrencilerin yaşadıkları sorunlar ve çözüm önerileri [According to primary school principals and classroom teachers, the problems experienced by Syrian refugee students and solution suggestions]. Muğla Sıtkı Koçman University (MSKU) Journal of Education, 8(1), 231-249. https://doi.org/10.21666/muefd.809182
  • Almadani, D. S. (2018). Syrian refugee students academic and social experinces in American public schools [Doctoral dissertation, DePaul University]. The Instituonal Repository of DePaul University. https://via.library.depaul.edu
  • Altıhan, A. M. (2019). Göçmen öğrencilerin okul örgütüne uyumunda öğretmen ve okul yöneticilerinin rolleri [The roles of teachers and school principals in the adaptation of immigrant students to the school organization] [Doctoral dissertation, Pamukkale University]. National Thesis Center.
  • Aktaş, M. (2012). Küreselleşme sürecinde ulus devlet ve demokrasi [Nation-state and democracy in the globalization process]. EKEV Academy Journal, 53(16), 223-234.
  • Aydın, S. (2020). Zorunlu eğitim çağındaki mülteci öğrencilerin eğitime uyum sürecinde Türkiye ve Kanada uygulamaları [Turkish and Canadian practices in the educational adaptation process of refugee students at the age of compulsory education]. International Journal of Leadership Education, 2(2), 1-18. https://dergipark.org.tr/tr/pub/ijolt/issue/57393/812548
  • Bajaj, M., & Bartlett, L. (2017). Critical transnational curriculum for immigrant and refugee students. Curriculum Inquiry Journal, 47(1), 25-35. https://doi.org/10.1080/03626784.2016.1254499
  • Banks, J. A. (2008). An introduction to multicultural education (5th ed.). Pearson.
  • Başar, M., Akan, D., & Çiftçi, M. (2018). Mülteci öğrencilerin bulunduğu sınıflarda öğrenme sürecinde karşılaşılan sorunlar [Problems encountered in the learning process in classrooms with refugee students]. Kastamonu Journal of Education, 26(5), 1571-1578. https://doi.org/10.24106/kefdergi.427432
  • Bunar, N. (2019). Education of refugee and asylum-seekin children. Oxford Research Encyclopedias of Education. https://doi.org/10.1093/acrefore/9780190264093.013.118
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2019). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Academy.
  • Cerna, L. (2019). “Refugee education: Integration models and practices in OECD countries”, OECD Education Working Papers, No. 203, OECD Publishing, Paris. https://doi.org/10.1787/a3251a00-en
  • Ceylan, A., & Uslu, I. (2019). Türkiye Cumhuriyeti’ne yönelen kitlesel göç hareketleri ve kabul mekanizmasındaki yaklaşımlara ilişkin bir inceleme: 1989 Bulgaristan, 1991 Irak ve 2011 Suriye göçleri [Mass migration movements towards the Republic of Turkey and an examination of the approaches in the reception mechanism: 1989 Bulgaria, 1991 Iraq and 2011 Syrian migrations]. Recent Period Turkish Studies, 36, 199-221. https://doi.org/10.26650/YTA2019-619967
  • Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Araştırma yöntemleri desen ve analiz [Research methods design and analysis]. (A. Aypay, Translation Ed.). Anı Publishing.
  • Czaika, M., & De Haas, H. (2013). The effectiveness of immigration policies. Population and Development Review, 39(3), 487-508. https://doi.org/10.1111/j.1728-4457.2013.00613.x
  • Creswell, J. W. (2013). Nitel araştırma yöntemleri [Qualitative research methods] (M. Bütün & S. Demir, Trans.). (3rd ed.). Siyasal Bookstore.
  • Dinler, C., & Hacıfazlıoğlu, Ö. (2020). Mülteci çocukların ilköğretime uyum süreçleri: Tekirdağ ilinin bir okulundaki öğretmenlerin ve yöneticilerin deneyimleri [Refugee children's adaptation processes to primary education: Experiences of teachers and administrators in a school in Tekirdağ]. Anemon Muş Alparslan University Journal of Social Sciences, 8(6), 1717-1728. https://doi.org/10.18506/anemon.671367
  • Doytcheva, M. (2009). Çokkültürlülük [Multiculturalism] (T. Akıncılar Onmuş, Trans.). İletişim Publications.
  • Ehntholt, K. A., & Yule, W. (2006). Practitioner Review: Assessment and treatment of refugee children and adolescents who have experienced war‐related trauma. Journal of Child Psychology and Psychiatry, 47(12), 1197-1210. https://doi.org/10.1111/j.1469-7610.2006.01638.x
  • Ergin, D. Y., & Ermeğan, B. (2011, April 27-29). Multiculturalism and social cohesion [Conference presentation abstrac]. International Conference on New Trends in Education and Their Implications, Turkey.
  • European Commission. (2013). Study on education support to newly arrived migrant children. Final report. Publications Office of the European Union.
  • Eurydice Commission. (2019). Eurydice brief. Integrating students from migrant backgrounds into schools in Europe: National policies and measures. Education, Audiovisual and Culture Executive Agency.
  • Gay, G. (2004). Beyond Brown: Promoting equality through multicultural education. Journal of Curriculum & Supervision, 19(3), 193-216.
  • Gustavsoon, H., & Lundgren, M. (2016). The key role of the school principal’s leadership in the schooling of newly arrived immigrant pupils in Sweden. Open Journal of Leadership 5(1), 20-30. http://dx.doi.org/10.4236/ojl.2016.51003
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  • Parekh, B. (2002). Çok kültürlülüğü yeniden düşünmek, kültürel çeşitlilik ve siyasi teori [Rethinking multiculturalism, cultural diversity and political theory] (B. Tanrıseven, Trans.). Phoenix Publisher.
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  • Saklan, E., & Erginer, A. (2017). Classroom management experiences with Syrian refugee students. Education Journal, 6(6), 207-214. doi: 10.11648/j.edu.20170606.17
  • Saracaloğlu, C. (2014). Göçün eğitime ve eğitim yönetimine etkileri: Turgutlu örneği [The effects of migration on education and educational administration: The case of Turgutlu] [Master thesis, Okan University]. National Thesis Center.
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Practices, Problems and Solution Suggestions Related to Refugee Children in Schools According to the Views of Primary School Administrators / İlkokul Yöneticilerinin Görüşlerine Göre Okullarda Mülteci Çocuklarla İlgili Uygulamalar, Sorunlar ve Çözüm Önerileri

Yıl 2023, Cilt: 14 Sayı: 5, 296 - 318, 22.10.2023

Mahmut Bucak Aysun Erginer

https://doi.org/10.19160/e-ijer.1349045

Öz

Migration is one of the facts that can be considered intertwined with human existence. Some countries take the lead in receiving migrating people due to their location or level of development. Turkey is one of these countries due to its geopolitical placement. In order to harmonize migrants with the society, certain adjustments need to be made in the education system. The situation becomes even more sensitive when it comes to children with a migratory background. The administrative approach followed in schools where refugee children attend can have an impact on their adaptation process and success. In this research, it was aimed to determine the studies conducted, problems experienced and suggestions for solutions in primary schools attended by refugee children in Turkey by consulting the opinions of school administrators. A qualitative approach was followed in the research and was designed with a case study design. In case studies, research and investigations are carried out in order to address the actual situation in depth. The study group of the research consisted of school administrators, and the criterion sampling method, which is one of the purposeful sampling methods, was used to form the group. As a criterion, school administrators working in the most crowded primary schools in terms of the number of refugee children in Nevşehir were selected. A semi-structured interview form was used to collect the data. The research data was analyzed by descriptive and content analysis, categories and codes were created from the participant responses, and the reliability of the findings obtained by including quotations from the participant opinions was tried to be ensured. The results of the research show that the majority of school administrators have taken initiatives to open integration classes and solve the language problem in their schools. It is seen that refugee children are faced with problems such as enrollment, absenteeism, cultural incompatibility, inability to adapt, lack of resources, uncleanliness, lack of parental interest, etc., with the language problem being in the first place. School administratorsfound the activities carried out to overcome the language problem especially useful for refugee children and suggested their continuity. It is thought that organizing and participating in artistic and cultural activities will be useful in solving the problems, and in-service trainings that are well planned and implemented based on the needs will be more effective.

Anahtar Kelimeler

Migration Refugee child School administration School administrator School principal

Kaynakça

  • Alkalay. G., Kıral, B., & Erdem, A. R. (2021). İlkokul yönetici ve sınıf öğretmenlerine göre Suriyeli sığınmacı öğrencilerin yaşadıkları sorunlar ve çözüm önerileri [According to primary school principals and classroom teachers, the problems experienced by Syrian refugee students and solution suggestions]. Muğla Sıtkı Koçman University (MSKU) Journal of Education, 8(1), 231-249. https://doi.org/10.21666/muefd.809182
  • Almadani, D. S. (2018). Syrian refugee students academic and social experinces in American public schools [Doctoral dissertation, DePaul University]. The Instituonal Repository of DePaul University. https://via.library.depaul.edu
  • Altıhan, A. M. (2019). Göçmen öğrencilerin okul örgütüne uyumunda öğretmen ve okul yöneticilerinin rolleri [The roles of teachers and school principals in the adaptation of immigrant students to the school organization] [Doctoral dissertation, Pamukkale University]. National Thesis Center.
  • Aktaş, M. (2012). Küreselleşme sürecinde ulus devlet ve demokrasi [Nation-state and democracy in the globalization process]. EKEV Academy Journal, 53(16), 223-234.
  • Aydın, S. (2020). Zorunlu eğitim çağındaki mülteci öğrencilerin eğitime uyum sürecinde Türkiye ve Kanada uygulamaları [Turkish and Canadian practices in the educational adaptation process of refugee students at the age of compulsory education]. International Journal of Leadership Education, 2(2), 1-18. https://dergipark.org.tr/tr/pub/ijolt/issue/57393/812548
  • Bajaj, M., & Bartlett, L. (2017). Critical transnational curriculum for immigrant and refugee students. Curriculum Inquiry Journal, 47(1), 25-35. https://doi.org/10.1080/03626784.2016.1254499
  • Banks, J. A. (2008). An introduction to multicultural education (5th ed.). Pearson.
  • Başar, M., Akan, D., & Çiftçi, M. (2018). Mülteci öğrencilerin bulunduğu sınıflarda öğrenme sürecinde karşılaşılan sorunlar [Problems encountered in the learning process in classrooms with refugee students]. Kastamonu Journal of Education, 26(5), 1571-1578. https://doi.org/10.24106/kefdergi.427432
  • Bunar, N. (2019). Education of refugee and asylum-seekin children. Oxford Research Encyclopedias of Education. https://doi.org/10.1093/acrefore/9780190264093.013.118
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2019). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Academy.
  • Cerna, L. (2019). “Refugee education: Integration models and practices in OECD countries”, OECD Education Working Papers, No. 203, OECD Publishing, Paris. https://doi.org/10.1787/a3251a00-en
  • Ceylan, A., & Uslu, I. (2019). Türkiye Cumhuriyeti’ne yönelen kitlesel göç hareketleri ve kabul mekanizmasındaki yaklaşımlara ilişkin bir inceleme: 1989 Bulgaristan, 1991 Irak ve 2011 Suriye göçleri [Mass migration movements towards the Republic of Turkey and an examination of the approaches in the reception mechanism: 1989 Bulgaria, 1991 Iraq and 2011 Syrian migrations]. Recent Period Turkish Studies, 36, 199-221. https://doi.org/10.26650/YTA2019-619967
  • Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Araştırma yöntemleri desen ve analiz [Research methods design and analysis]. (A. Aypay, Translation Ed.). Anı Publishing.
  • Czaika, M., & De Haas, H. (2013). The effectiveness of immigration policies. Population and Development Review, 39(3), 487-508. https://doi.org/10.1111/j.1728-4457.2013.00613.x
  • Creswell, J. W. (2013). Nitel araştırma yöntemleri [Qualitative research methods] (M. Bütün & S. Demir, Trans.). (3rd ed.). Siyasal Bookstore.
  • Dinler, C., & Hacıfazlıoğlu, Ö. (2020). Mülteci çocukların ilköğretime uyum süreçleri: Tekirdağ ilinin bir okulundaki öğretmenlerin ve yöneticilerin deneyimleri [Refugee children's adaptation processes to primary education: Experiences of teachers and administrators in a school in Tekirdağ]. Anemon Muş Alparslan University Journal of Social Sciences, 8(6), 1717-1728. https://doi.org/10.18506/anemon.671367
  • Doytcheva, M. (2009). Çokkültürlülük [Multiculturalism] (T. Akıncılar Onmuş, Trans.). İletişim Publications.
  • Ehntholt, K. A., & Yule, W. (2006). Practitioner Review: Assessment and treatment of refugee children and adolescents who have experienced war‐related trauma. Journal of Child Psychology and Psychiatry, 47(12), 1197-1210. https://doi.org/10.1111/j.1469-7610.2006.01638.x
  • Ergin, D. Y., & Ermeğan, B. (2011, April 27-29). Multiculturalism and social cohesion [Conference presentation abstrac]. International Conference on New Trends in Education and Their Implications, Turkey.
  • European Commission. (2013). Study on education support to newly arrived migrant children. Final report. Publications Office of the European Union.
  • Eurydice Commission. (2019). Eurydice brief. Integrating students from migrant backgrounds into schools in Europe: National policies and measures. Education, Audiovisual and Culture Executive Agency.
  • Gay, G. (2004). Beyond Brown: Promoting equality through multicultural education. Journal of Curriculum & Supervision, 19(3), 193-216.
  • Gustavsoon, H., & Lundgren, M. (2016). The key role of the school principal’s leadership in the schooling of newly arrived immigrant pupils in Sweden. Open Journal of Leadership 5(1), 20-30. http://dx.doi.org/10.4236/ojl.2016.51003
  • Güngör, F. (2015). Yabancı uyruklu ilkokul öğrencilerinin eğitim-öğretiminde yaşanan sorunlara ilişkin öğretmen ve öğrenci görüşleri [Opinions of teachers and students about the problems experienced in the education of foreign primary school students] [Master thesis, Anadolu University]. National Thesis Center.
  • Hek, R. (2005). The role of education in the settlement of young refugees in the UK: The experiences of young refugees. Practice Social Work in Action, 17(3), 157-171. https://doi.org/10.1080/09503150500285115
  • IOM. (2015). Glossary of Migration Terms (R. Perruchoud & J. Redpath Cross, Ed.), (2nd ed.). International Organization for Migration. https://publications.iom.int/system/files/pdf/iml31_turkish_2ndedition.pdf
  • İşbaşı, Ö. J. (2000). Çalışanların yöneticilerine duydukları güvenin ve örgütsel adalete ilişkin algılamalarının örgütsel vatandaşlık davranışının oluşumundaki rolü: Bir turizm örgütünde uygulama [The role of employees' trust in their managers and their perceptions of organizational justice in the formation of organizational citizenship behavior: Practice in a tourism organization] [Master thesis, Akdeniz University]. National Thesis Center.
  • İşigüzel, B., & Baldık, Y. (2019). Göçmen toplulukların eğitim sistemine katılımı sürecinde uygulanan eğitim ve dil politikalarının incelenmesi [Examining the education and language policies implemented during the participation of immigrant communities in the education system]. Nevşehir Hacı Bektaş Veli University Journal of ISS, 9 (2), 487-503. https://dergipark.org.tr/tr/pub/nevsosbilen/issue/51363/601434
  • Kahya, Ö. (2017). Türkiye’de dezavantajlılığın mülteci halleri: Haklardan uzak “hakk”a bırakılmış yaşamlar [Refugee situations of disadvantage in Turkey: Lives left to “right” away from rights]. Society and Democracy Journal, 11(24), 185-200.
  • Kanu, Y. (2008). Educational needs and barriers for African refugee students in Manitoba. Canadian Journal of Education, 31(4), 915-940.
  • Karakoç, R. (2011). Göç edenlerin kentsel bütünleşme ve siyasal katılma durumlarına yönelik bir araştırma: Konya örneği [A research on urban integration and political participation of immigrants: The case of Konya]. Journal of Social Economic Research, 11(21), 241-262. https://dergipark.org.tr/tr/pub/susead/issue/28414/302383
  • Kaştan, Y. (2015). Türkiye’de göç yaşamış çocukların eğitim sürecinde karşılaşılan problemler [Problems encountered in the education process of children who have migrated in Turkey]. International Journal of Social and Educational Sciences, 2(4), 216-229. https://dergipark.org.tr/tr/pub/ijoses/issue/8549/614109
  • Merriam, S. (2015). Nitel araştırma desen ve uygulama için bir rehber [Qualitative Research: A guide to design and Implementation]. (S. Turan, Translation Ed.) Nobel.
  • MEB. (2014). Milli Eğitim Bakanlığı Okul Öncesi Eğitim ve İlköğretim Kurumları Yönetmeliği [Ministry of National Education Regulation on Pre-School Education and Primary Education Institutions]. http://mevzuat.meb.gov.tr/dosyalar/1703.pdf
  • Naidoo, L. (2009). A structuration theory analysis of the refugee action support program in greater Western Sydney. Australian Journal of Teacher Education, 34(4), 40-50. http://dx.doi.org/10.14221/ajte.2009v34n4.5
  • Osler, A., & Starkey, H. (2006.) Education for democratic citizenship: A review of research, policy and practice, Research Papers in Education, 21(4), 433–466. http://dx.doi.org/10.1080/02671520600942438
  • Polat, S. (2012). Okul müdürlerinin çok kültürlülüğe ilişkin tutumları [Attitudes of school principals towards multiculturalism]. Hacettepe University Journal of Educational Sciences, 42(42), 334-343. https://dergipark.org.tr/tr/pub/hunefd/issue/7794/101995
  • Parekh, B. (2002). Çok kültürlülüğü yeniden düşünmek, kültürel çeşitlilik ve siyasi teori [Rethinking multiculturalism, cultural diversity and political theory] (B. Tanrıseven, Trans.). Phoenix Publisher.
  • Sağın, A. E., Yücekaya, M. A., Uğraş, S. & Temel, C. (2022). The role of sports in school belonging of Syrian refugee students in Turkey, E-International Journal of Educational Research, 13(2), 1-17. https://doi.org/10.19160/e-ijer.1024983
  • Saklan, E., & Erginer, A. (2017). Classroom management experiences with Syrian refugee students. Education Journal, 6(6), 207-214. doi: 10.11648/j.edu.20170606.17
  • Saracaloğlu, C. (2014). Göçün eğitime ve eğitim yönetimine etkileri: Turgutlu örneği [The effects of migration on education and educational administration: The case of Turgutlu] [Master thesis, Okan University]. National Thesis Center.
  • Sarıtaş, E., Şahin, Ü., & Çatalbaş, G. (2016). İlkokullarda yabancı uyruklu öğrencilerle karşılaşılan sorunlar [Problems encountered with foreign students in primary schools]. Pamukkale University Journal of Social Sciences Institute, 25(1), 208-229. https://dergipark.org.tr/tr/pub/pausbed/issue/34754/384374
  • Suárez-Orozco, C., Bang, H. J., & Kim, H. Y. (2011). “I felt like my heart was staying behind”: Psychological implications of family separations and reunifications for immigrant youth’. Journal of Adolescent Research, 26(2), 222–257.
  • Şimşir, Z., & Dilmaç, B. (2018). Problems teachers' face and solution proposals in the schools where the foreign students are educated. Elementary Education Online, 17(3), 1719-1737.
  • Taylor, S., & Sidhu, R. K. (2012). Supporting refugee student in schools: What constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39-56. http://dx.doi.org/10.1080/13603110903560085
  • Topaloğlu, B., Çam Aktaş, B. (2022). Okul psikolojik danışmanlarının gözünden mülteci öğrenciler [Refugee students through the perspective of school psychological counselors]. E-International Journal of Educational Research, 13(1), 69-84. https://doi.org/10.19160/e-ijer.1032079
  • Toprakçı, E. ve Yazıcı, B. (2021). OECD ülkeleri ve Türkiye’de mülteci eğitimi [Refugee education in OECD countries and Turkey]. VII. TURKCESS Uluslararası Eğitim ve Sosyal Bilimler Kongresi. 01-03 Eylül 2021. KKTC. “VII. TURKCESS Toplumsal Değişim ve İnovasyon” Tam Metin Kitabı [VII. TURKCESS International Congress of Education and Social Sciences. September 01-03, 2021. TRNC. “VII. TURKCESS Social Change and Innovation" Full Text Book], e-ISBN: 9786258499155. pp. 172-189. https://drive.google.com/file/d/1atjCFgTSGPSzyGhW_Hy5W_Oq6c5X_Dty/view or https://www.erdalToprakçı.com.tr/wp-content/uploads/2022/03/Toprakçıoflu.pdf
  • Trasberg, K., & Kond, J. (2017). Teaching new immigrants in Estonian schools – Challenges for a support network. Acta Paedagogica Vilnensia, 38, 90-100. http://doi.org/10.15388/ActPaed.2017.38.10793
  • UN. (1951). Geneva Convention on the Status of Refugees. http://www.multeci.org.tr/wp-content/uploads/2016/12/1951-Cenevre-Sozlesmesi-1.pdf
  • UN DESA. (2019). United Nations, Department of Economic and Social Affairs Highlights 2018-2019 Published by the United Nations, Department of Economic and Social Affairs. https://www.un.org/development/desa/en/wpcontent/uploads/2019/12/Anual_Report_1211.pdf
  • UNHCR. (2017). Turkey (Fact Sheet May, 2017). https://data2.unhcr.org/en/documents/download/57333
  • UNHCR. (2020). Global Trends Report. https://www.unhcr.org/tr/24189-dunyadaki-insanlarin-1i-yerinden-edilmis-durumda-unhcr-kuresel-egilimler-raporu.html
  • UNICEF. (2019). Türkiye – UNICEF 2019 Yıllık Faaliyet Raporu [Turkey – UNICEF 2019 Annual Activity Report]. https://www.unicef.org/turkey/media/10451/file/UNICEF%202019%20Y%C4%B1ll%C4%B1k%20Faaliyet%20Raporu.pdf
  • Wilkinson, L. (2010). Factors influencing the academic success of refugee youth in Canada. Journal of Youth Studies, 5(2), 173-193. https://doi.org/10.1080/13676260220134430
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Publishing.
  • Yılmaz, M. (2020). Suriyeli mülteci öğrencilerin okul ortamına uyumu [Adaptation of Syrian refugee students to the school environment] [Master thesis, İstanbul Medeniyet University]. National Thesis Center.
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri (Diğer)
Bölüm Sayı Makaleleri
Yazarlar

Mahmut Bucak 0000-0002-8959-1454

Aysun Erginer 0000-0002-0029-4032

Yayımlanma Tarihi 22 Ekim 2023
Yayımlandığı Sayı Yıl 2023Cilt: 14 Sayı: 5

Kaynak Göster

APA Bucak, M., & Erginer, A. (2023). Practices, Problems and Solution Suggestions Related to Refugee Children in Schools According to the Views of Primary School Administrators / İlkokul Yöneticilerinin Görüşlerine Göre Okullarda Mülteci Çocuklarla İlgili Uygulamalar, Sorunlar ve Çözüm Önerileri. E-Uluslararası Eğitim Araştırmaları Dergisi, 14(5), 296-318. https://doi.org/10.19160/e-ijer.1349045
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