Teaching Syrian Students in Turkish Schools: Experiences of Teachers

AFAD Disaster and Emergency Management Presidency. (2018). Turkey’s response to Syria crisis. Retrieved from https://www.afad.gov.tr/en/2601/Turkey-Response-to-Syria-CrisisSearch in Google Scholar

Amaç, Z., &Yaşar, M. R. (2017, October). Temporary education centers for Syrian asylum-seekers: Opportunities and challenges. Paper presented at the International Symposium on the Middle East. Kilis, Turkey.Search in Google Scholar

Aydın, H., &Kaya, Y. (2017). The educational needs of and barriers faced by Syrian refugee students in Turkey: A qualitative case study. Intercultural Education, 28(5), 456–473. doi: 10.1080/14675986.2017.1336373.10.1080/14675986.2017.1336373Open DOISearch in Google Scholar

Bhattacharya, K. (2017). Fundamentals of qualitative research: A practical guide. New York, NY: Routledge.10.4324/9781315231747Search in Google Scholar

Bryman, A. (2012). Social research methods (4^th ed.). New York, NY: Oxford University Press.Search in Google Scholar

Ciğerci, F. M., &Güngör, F. (2016). The problems encountered by the foreign primary school students from the perspective of classroom teachers. Journal of Education and Future, 10, 137–164.Search in Google Scholar

Directorate General of Migration Management. (2018). Distribution by age and gender of registered Syrian refugees recorded by taking biometric data. Retrieved from http://www.goc.gov.tr/icerik3/gecici-koruma_363_378_4713.Search in Google Scholar

Dooley, K. (2009). Rethinking pedagogy for middle school students with little, no or severely interrupted schooling. English Teaching Practice and Critique. 8(1), 5–22.Search in Google Scholar

Dryden-Peterson, S. (2015). Refugee education in countries of first asylum: Breaking open the black box of pre-resettlement experiences. Theory and Research in Education, 14(2), 1–18.10.1177/1477878515622703Search in Google Scholar

Er, A. R., &Bayındır, N. (2015). Pedagogical approaches of elementary teachers for primary refugee children. International Journal of Social and Educational Sciences, 2(4), 175–185.10.20860/ijoses.08223Search in Google Scholar

Erdem, C. (2017). Sınıfında mülteci öğrenci bulunan sınıf öğretmenlerinin yaşadıkları öğretimsel sorunlar ve çözüme dair önerileri. Medeniyet Eğitim Araştırmaları Dergisi, 1(1), 26–42.Search in Google Scholar

Glaser, B. G. (1998). Doing grounded theory: Issues and discussions. Mill Valley, CA: Sociology Press.Search in Google Scholar

İmamoğlu, H. V., &Çalışkan, E. (2017). Yabancı uyruklu öğrencilerin devlet okullarında ilkokul eğitimine dair öğretmen görüşleri: Sinop ili örneği. Karabük Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(2), 529–546.10.14230/joiss454Search in Google Scholar

Jeynes, W. H. (2003). A meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35(2), 202–218. doi:10.1177/0013124502239392.10.1177/0013124502239392Open DOISearch in Google Scholar

Kanu, Y. (2008). Educational Needs and Barriers for African Refugee Students in Manitoba. Canadian Journal of Education. 31 (4), 915–940.Search in Google Scholar

Koyama, J., &Bakuza, F. R. (2017). A timely opportunity for change: Increasing refugee parental involvement in U.S. schools. Journal of Educational Change, 18(3), 311–335. doi: 10.1007/s10833-017-9299-7.10.1007/s10833-017-9299-7Open DOISearch in Google Scholar

Merriam, S. B. &Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: Jossey.Search in Google Scholar

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: SAGE.10.4135/9781412995658Search in Google Scholar

Nofal, M. (2017). For our children: A research study on Syrian refugees’ schooling experiences in Ottawa. Master’s Thesis. University of Ottawa, Faculty of Graduate and Postdoctoral Studies. Ottawa, ON: Canada.Search in Google Scholar

Rah, Y., Choi, S., &Nguyen, T. S. T. (2009). Building bridges between refugee parents and schools. International Journal of Leadership in Education, 12(4), 347–365.10.1080/13603120802609867Search in Google Scholar

Refugee Education Partnership Project (2007). The Education Needs of Young Refugees in Victoria. Retrieved from http://www.cmy.net.au/sites/default/files/publication-documents/Education%20Needs%20of%20Young%20Refugees%20in%20Vic%202006.pdf.Search in Google Scholar

Sarıtaş, E., Şahin, Ü., &Çatalbaş, G. (2016). İlkokullarda yabancı uyruklu öğrencilerle karşılaşılan sorunlar. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 25(1), 208–229.Search in Google Scholar

Tamer, M. G. (2017). Geçici koruma kapsamındaki Suriyeli çocukların Trabzon devlet okullarındaki durumu. Göç Dergisi, 4(1), 119–152.10.33182/gd.v4i2.594Search in Google Scholar

Tang, S. (2012). Family educational involvement and social capital: Potential pathways to educational success for students of immigrant families. Boston College, Chestnut Hill, MA.Search in Google Scholar

Taşkaya, S. M., &Ersoy, G. (2016). Suriyeli sığınmacılara Türkçe öğretiminde sınıf öğretmenlerinin uygulamaları. Çukurova Araştırmaları Dergisi, 2(1), 130–138.10.18560/cukurova.31Search in Google Scholar

Tösten, R., Toprak, M., &Kayan, M. S. (2017). An investigation of forcibly migrated Syrian refugee students at Turkish public schools. Universal Journal of Educational Research, 5(7), 1149–1160.10.13189/ujer.2017.050709Search in Google Scholar

Ule, M., Živoder, A., &du Bois-Reymond, M. (2015). ‘Simply the best for my children’: Patterns of parental involvement in education. International Journal of Qualitative Studies in Education, 28, 329–348.10.1080/09518398.2014.987852Search in Google Scholar

UNICEF. (2017). Over 40 per cent of Syrian refugee children in Turkey missing out on education. Retrieved from https://www.unicef.org/media/media_94417.html.Search in Google Scholar

van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Ontario, Canada: The Althouse Press.Search in Google Scholar

van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Walnut Creek, CA: Left Coast Press.Search in Google Scholar

Yaylacı, F. G., Serpil, H., &Yaylacı, A. F. (2017). Paydaşların gözünden mülteci ve sığınmacılarda eğitim: Eskişehir örneği. Akdeniz Eğitim Araştırmaları Dergisi, 22, 101–117.Search in Google Scholar