An Analysis of Educational Policies for School-aged Syrian Refugees in Turkey

Alpaydın, Yusuf

doi:10.11114/jets.v5i9.2476

Cited by 27 publications

(17 citation statements)

References 4 publications

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“…However, several relevant studies indicated that both Syrian students and other CLD students often experience such problems as exclusion, loneliness, prejudices, discrimination, academic failures in Turkish public schools (Kotluk, 2018;Kotluk & Kocakaya, 2018b). This means that teachersí skills in teaching CLD students in Turkey remains one of the important problems (Alpaydin, 2017). In Kotlukís (2018) doctoral dissertation, he revealed that teachers had challenges that related to culturally different parents and students, and teaching CLD students.…”

Section: Discussionmentioning

confidence: 99%

Examining Teachers’ Culturally Relevant Education Self-Efficacy Perceptions in Turkey

Kotluk¹,

Kocakaya

2020

Discourse and Communication for Sustainable Education

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We designed this study with the aim to examine teachers’ culturally relevant and sustaining education self-efficacy perceptions in Turkey. For this purpose, we developed a Culturally Relevant/Sustaining Education Self-Efficacy Scale. We obtained the data from 1302 teachers. Data analysis proceeded in three steps: First, we analyzed factor analysis. Second, we conducted a descriptive analysis of the items on the CRESE Scale. Finally, we compared teachers’ perceptions. The scale consists of a single factor and teachers’ scores on the CRESE Scale were highly reliable. The findings revealed that teachers were less efficacious in their ability to revise the teaching-learning materials in terms of cultural diversity, to give culturally relevant examples, to reflect the students’ cultural values in the classroom, and to increase in school parents’ and families’ participation in Turkey. Also, teachers’ self-efficacy perceptions differ significantly according to some variables. We discussed the implications for these findings for both further research and future teacher preparation.

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Section: Discussionmentioning

confidence: 99%

Examining Teachers’ Culturally Relevant Education Self-Efficacy Perceptions in Turkey

Kotluk¹,

Kocakaya

2020

Discourse and Communication for Sustainable Education

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“…Much research also indicated that integration of Syrian refugee students into main education system is very much vital and required (Aydın et al, 2019;Bircan & Sunata, 2015). To this end, government created different educational opportunities for these students in a dual system both for students living in the camps and living out of camps (Alpaydin, 2017). Many educational structures such as public schools, camp education centers, temporary education centers (Taşkin & Erdemli, 2018) and many other local initiatives such as informal schools where Syrian teachers willingly teach (Bircan & Sunata, 2015) were created to give large body of opportunities to these students.…”

Section: Refugees and Education In Turkeymentioning

confidence: 99%

Teachers’ Attitudes to Syrian Refugee Students in Turkey

Ekin¹,

Yetkin²

2021

Eurasian Journal of Applied Linguistics

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From the last decade on, the matter of refugees in Turkey has become a key issue in almost all social and political areas including education. Following the refugee influx from 2011 on, Turkey has immediately taken action to provide the Syrian refugee students with necessary educational opportunities in its mainstream schools. The present study was targeted at revealing Turkish teachers' attitudes towards these Syrian refugee students in their classrooms. A total of 95 in-service teachers from different fields participated in the study. The data were collected through a composite instrument. Teachers' attitudes were categorized under three main subheadings; communication, adaptation, and efficiency. The statistical results indicated that the teachers were eager to help the refugee students overcome their adaptation problems which were mainly caused by their language-related deficiencies. They also had positive attitudes to communicate effectively with these students although they did not have enough practice in their undergraduate years in regards with the refugee education. Moreover, the teachers with high efficacy beliefs had better attitudes toward refugee students in their classrooms. The results were discussed in line with the refugee education and teacher education policies in the literature.

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“…On the other hand, under prospective or urgent action-based educational policies, education can serve as a compensatory tool for refugees by reducing uncertainty and increasing self esteem. Aside that, community support, teacher qualifications, educational tools and management structure can systemically affect refugees' educational attainments (Alpaydın, 2017). It is important to note that the education provided to refugees should be high quality and have meaningful value for them, otherwise the desired attainments will not be achieved (Dryden-Peterson, 2011).…”

Section: Introductionmentioning

confidence: 99%

Investigating Attitudes towards Refugee Students based on Several Variables: Revised Version of Refugee Student Attitude Scale

Terzi

Göçen

Altun

2019

Sakarya University Journal of Education

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The immigration movement sometimes causes a sudden demographic complexity for countries and then leads to the development and implementation of urgent public policies. The most important one of urgent policy areas in the long term is education. In countries, especially in case of foreign migration, international aid organizations provide food, shelter, heating, and so on at the first place, and then aim to ensure linguistic, cultural, and social cohesion of migrants. At this stage, the contribution of hosting teachers and school administrators to attitudes towards migrants and inclusive education policies is a key to the efficient functioning of the process. In this study, attitudes towards refugee students of teachers in Sanliurfa, one of Turkey's most populated-refugee cities, is investigated based on several variables. For the purpose, Refugee Student Attitude Scale (RSAS), developed by Sağlam and Kanbur (2017), was updated via EFA and CFA analyzes and then analyzed by MANOVA. It was found that attitudes of young female teachers towards "communication" and "adaptation" were higher than male teachers; in contrast, male teachers teaching for long years were better in their "communication" and "competency" attitudes than female teachers. Furthermore, teachers with many years of teaching experience who have refugee students in their class are higher in "communication" and "adaptation" attitudes.

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An Analysis of Educational Policies for School-aged Syrian Refugees in Turkey

Cited by 27 publications

References 4 publications

Examining Teachers’ Culturally Relevant Education Self-Efficacy Perceptions in Turkey

Examining Teachers’ Culturally Relevant Education Self-Efficacy Perceptions in Turkey

Teachers’ Attitudes to Syrian Refugee Students in Turkey

Investigating Attitudes towards Refugee Students based on Several Variables: Revised Version of Refugee Student Attitude Scale

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