INVESTIGATION OF THE EDUCATIONAL LIFE OF SYRIAN REFUGEE STUDENTS

Basit Öğe Kaydı
dc.contributor.authorBal, A.
dc.contributor.authorCavkaytar, A.
dc.contributor.authorArtar, T.M.
dc.contributor.authorUluyol, M.
dc.date.accessioned2024-07-12T21:40:06Z
dc.date.available2024-07-12T21:40:06Z
dc.date.issued2021en_US
dc.department[Belirlenecek]en_US
dc.description.abstractDue to war, famine and political reasons in the world, migration movements and refugees have become a phenomenon affecting societies in many geographies. It is very important for the countries exposed to migration to plan the education services to be provided to refugees in order to ensure their integration into society. In this context, a significant number of refugee individuals took refuge in the country for different reasons. Increasing the quality of educational services offered to refugee individuals at school age can only be possible with the understanding by stakeholders of this new phenomenon. The present study examined Syrian refugee students’ educational experiences in Eskisehir, Turkey. The ethnographic data were generated through participant observations and semi-structured interviews with 19 participants, including nine teachers, two school principals, three parents and six students at a public elementary school in a low-income neighborhood in Eskisehir. Five themes emerged through induction analyses. The findings revealed the behavioral, social and academic problems that Syrian refugee students experienced. Teachers and school administrators described the home address-based school enrollment system as an obstacle for refugee youth to study with their non-refugee peers. This policy decreased the quality of education as it increased the density of refugee students at schools. Participants’ suggestions for refugee education included exclusively providing Turkish language courses to newly arrived students, providing psychological support for traumatic stress related to war and immigration, supporting teachers with appropriate teaching materials and professional development opportunities for refugee education, and establishing active family-school partnerships © 2021. Milli Egitim.All Rights Reserved.en_US
dc.identifier.doi10.37669/milliegitim.934424
dc.identifier.endpage219en_US
dc.identifier.issn1302-5600
dc.identifier.issueSpecial Issue 1en_US
dc.identifier.scopus2-s2.0-85132679426en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage195en_US
dc.identifier.trdizinid473778en_US
dc.identifier.urihttps://doi.org/10.37669/milliegitim.934424
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/473778
dc.identifier.urihttps://hdl.handle.net/20.500.12415/7139
dc.identifier.volume50en_US
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isotren_US
dc.publisherT.C. Milli Egitim Bakanligien_US
dc.relation.ispartofMilli Egitimen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzKY04926
dc.subjectInclusionen_US
dc.subjectQualitative Researchen_US
dc.subjectRefugee Educationen_US
dc.subjectSyrian Refugeesen_US
dc.titleINVESTIGATION OF THE EDUCATIONAL LIFE OF SYRIAN REFUGEE STUDENTSen_US
dc.typeArticle
dspace.entity.typePublication

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