Research Article
BibTex RIS Cite

Teachers' Views about Culturally Relevant Education in Turkey: A Mixed Methods Study

Year 2019, Volume: 9 Issue: 2, 304 - 334, 15.08.2019
https://doi.org/10.19126/suje.541535

Abstract

The purpose of this study is to examine teachers' views about culturally
relevant education (CRE) in Turkey. The study was carried out as a sequential
exploratory mixed method design. Since both quantitative and qualitative data
were obtained, sampling was achieved in two phases: Quantitative,
random-stratified sampling and qualitative, purposive sampling. The
quantitative data were obtained from 1302 teachers who teach in Van,
Diyarbakır, Konya, Antalya, İzmir, İstanbul, and Trabzon provinces. The
qualitative study group consisted of 28 teachers who were selected after
analyzing quantitative data accordance with maximum diversity and outliers
sampling. Quantitative data were collected by means of scale that were
developed by the researchers. Qualitative data were obtained from interviews
with 28 teachers who have highest and lowest scores on the scale. Descriptive
statistics were used in the analysis of quantitative data, while descriptive
analysis and content analysis were used in the analysis of qualitative data.
According to results, the teachers in Turkey have positive thoughts about CRE
and have some concerns. Some of the teachers think that CRE is necessary, while
the others think that CRE may adversely affect the education system and the
structure of society. It may be useful to look at teachers training programs in
terms of culturally relevant education principles in Turkey.

References

  • Aronson, B., & Laughter, J. (2016). The theory and practice of culturally relevant education a synthesis of research across content areas. Review of Educational Research, 1-44.
  • Aydın, H. (2013). Dünya'da ve Türkiye'de çokkültürlü eğitim tartışmaları ve uygulamaları. Ankara: Nobel Akademik Yayıncılık.
  • Banks, J. A., & Banks, C. A. M. (Eds.). (2010). Multicultural education: Issues and perspectives (7th ed.). Hoboken, NJ: John Wiley.
  • Benson, J., & Borman, G. (2010). Family, neighborhood, and school settings across seasons: When do socioeconomic context and racial composition matter for the reading achievement growth of young children? Teacher College Record, 112(5), 1338-1390
  • Blanchett, W. J. (2006). Disproportionate representation of African American students in special education: Acknowledging the role of white privilege and racism. Educational Researcher, 35(6), 24-28.
  • Creswell, J. W., & Plan Clark, V.L. (2014). Research design. qualitative, quantitative, and mixed methods approaches (4th ed.). USA: Sage Publications Inc.Çelik, S. (2014). The undergraduate students' perception on multicultural education and democracy in Turkey. Yildiz Technical University: Unpublished masters' thesis.Çırık, İ. (2008). Çokkültürlü eğitim ve yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 27-40.
  • Eğitim Reformu Girişimi-ERG, (2017). Bir Arada Yaşamı ve Geleceği Kapsayıcı Eğitimle İnşa Etmek. https://indd.adobe.com/view/6066c857-843a-4d49-b7e9-77f635a950cf adresinden 12.12.2017 tarihinde erişildi.
  • Erdem, C. (2017). Sınıfında mülteci öğrenci bulunan sınıf öğretmenlerinin yaşadıkları öğretimsel sorunlar ve çözüme dair önerileri. Medeniyet Eğitim Araştırmaları Dergisi, 1(1), 26-42.
  • Esen, H. (2009). An analysis of public primary school teachers' dealing with difference in the absence of a multicultural education policy in Turkey. Boğaziçi Üniversitesi:Yayımlanmamış yüksek lisans tezi.
  • Evans, K. (2017). Examining the culturally responsive teaching self-efficacy of teacher candidates in Hawaii. Yayınlanmamış doktora tezi, Walden University. http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=4448&context=dissertations adresinden erişildi.
  • Gay, G. (1988). Designing relevant curricula for diverse learners. Education and urban society, 20(4), 327-340.
  • Gay, G. (1994). At the essence of learning: Multicultural education. [Çevrim-içi: https://files.eric.ed.gov/fulltext/ED386410.pdf], Erişim tarihi: 29 Ekim 2017.
  • Gay, G. (1997). The relationship between multicultural and democratic education. The Social Studies, 88(1), 5–11.
  • Gay, G. (2002a). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.
  • Gay, G. (2002b). Culturally responsive teaching in special education for ethnically diverse students: setting the stage. Qualitative studies in education, 6, 613-629
  • Gay, G. (2009). Similar concerns, different perspectives of social studies and multicultural education, Social Studies Review, 48(1), 25–27.
  • Gay, G. (2010). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 61(1–2), 143–152.
  • Gay, G. (2013). Teaching to and through cultural diversity, Curriculum Inquiry, 43:1
  • Gay, G. (2014). Kültürel değerlere duyarlı eğitim: Teori, araştırma ve uygulama (2. Baskı). Hasan Aydın (Çev. Ed.). Ankara: Anı Yayıncılık.
  • Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. (3rd Ed.).Teachers College Press.
  • Karataş, K. & Oral, B. (2015). Teachers' perceptions on culturally responsiveness in education. Journal of Ethnic and Cultural Studies, 2 (2), 47-57
  • Koçak, D., Çokluk, Ö. ve Kayri, M. (2016). Faktör sayısının belirlenmesinde map testi, paralel analiz, k1 ve yamaç birikinti grafiği yöntemlerinin karşılaştırılması, Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 13 (1), 330-359. http://efdergi.yyu.edu.tr/makaleler/cilt13/ebodabdyyuefd09032016y.pdf adresinden erişildi.
  • KONDA. (2006). Biz Kimiz? Toplumsal Yapı Araştırması. Konda Araştırma ve Danışmanlık.http://www.konda.com.tr/tr/raporlar/2006_09_KONDA_Toplumsal_Yapi.pdf
  • Kotluk, N. ve Kocakaya, S. (2018a). Türkiye için alternatif bir anlayış: Kültürel değerlere duyarlı eğitim. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 749-789.
  • Kotluk, N. ve Kocakaya, S. (2018b). Culturally relevant/responsive education: What do teachers think in Turkey?. Journal of Ethnic and Cultural Studies, (5), 2, 98-117
  • Ladson-Billings, G. (1990). Like lightning in a bottle: Attempting to capture the pedagogical excellence of successful teachers of Black students. International Journal of Qualitative Studies in Education, 3,335-344.
  • Ladson-Billings, G. (1991). Beyond multicultural illiteracy. Journal of Negro Education, 60(2), 147-157
  • Ladson-Billings, G. (1992a). Culturally relevant teaching: The key to making multicultural education work. In C.A. Grant(Ed.), Research and multicultural education (pp. 106-121). London: Falmer Press.
  • Ladson-Billings, G. (1992b). Liberatory consequences of Literacy: A case of culturally relevant instruction for African American students. Journal of Negro Education, 61, 378-391.
  • Ladson-Billings, G. (1992c) Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. Theory into Practice, 31(4), 312-320
  • Ladson-Billings, G. (1995a). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34, 159-165
  • Ladson-Billings, G. (1995b). Toward a theory of culturally relevant pedagogy, American Educational Research Journal, 32(3), 465-491.
  • Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education? In E. Taylor, D. Gillborn, & G. Ladson-Billings (Eds.), Foundations of critical race theory in education (pp. 17-36). Abingdon, NJ: Routledge.
  • Ladson-Billings, G. (2005). Is the team all right. Journal of Teacher Education, 56(3), 229-234.
  • Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3-12.
  • Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey Bass Publishers.
  • Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: The remix. Harvard Educational Review, 84(1), p. 74-84.
  • Marangoz, G. (2014). Okul yöneticilerinin ve öğretmenlerin çokkültürlü eğitime karşı algısı. Bahçeşehir Üniversitesi: Yayımlanmış yüksek lisans tezi.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis (2nd edition). Thousand Oaks, CA: Sage Publications.
  • Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
  • Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41, 93–97.
  • Polat, İ. (2013). Ortaöğretim kurumlarında çalışan öğretmenlerin çokkültürlü yeterlik algıları (Van ili örneği). Yüzüncü Yıl Üniversitesi: Yayımlanmamış yüksek lisans tezi
  • Phuntsog, N. (2001). Culturally responsive teaching: What do selected United States elementary school teachers think?. Intercultural Education, 12(1), 51-64.
  • Rengi, Ö. ve Polat, S. (2014). Sınıf öğretmenlerinin kültürel farklılık algıları ve kültürlerarası duyarlılıkları, Zeitschrift für die Welt der Türken/Journal of World of Turks, 6(3), 135-156.
  • Ritosa, A. (2017). Interventions Supporting Mathematics and Science In-service and Pre-service Teachers' Cultural Responsiveness: A Systematic Literature Review from 1995-2017. https://www.diva-portal.org/smash/get/diva2:1104961/FULLTEXT01.pdf adresinden erişildi.
  • Robinson, G. (2010). Culturally responsive beliefs and practices of general and special education teachers implementing Response to Intervention in diverse elementary schools. The University of North Carolina at Greensboro: Unpublished PhD Thesis
  • Siwatu, K.O. (2007). Preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and Teacher Education, 23(7), 1086-1101. https://doi.org/10.1016/j.tate.2006.07.011
  • Snider, K.A. (2015). The relationship between in-service teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs, instructional practices (class), and student outcomes in the urban school setting. Yayınlanmamış doktora tezi, University of Missouri-Kansas City. https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/45943/SniderRelBetIns.pdf?sequence=1&isAllowed=y adresinden erişildi.
  • Thompson, L. R. (2012). Teachers' perceptions toward culturally responsive teaching of African American high school students. Yayınlanmamış doktora tezi, University of Phoenix. https://pqdtopen.proquest.com/doc/1691866672.html?FMT=AI adresinden erişildi
  • Ünlü, İ., ve Örten, H. (2013). Öğretmen adaylarının çokkültürlülük ve çokkültürlü eğitime yönelik algılarının incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 21 (2013): s.287-302
  • Veneziano L. & Hooper J. (1997). A method for quantifying content validity of health-related questionnaires. American Journal of Health Behavior, 21(1), 67-70.
  • Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde araştırma yöntemleri (9.Baskı). Ankara: Seçkin Yayıncılık
  • Yılmaz, F. ve Şekerci, H. (2016). Ana dil sorunsalı: Sınıf öğretmenlerinin deneyimlerine göre ilkokul öğrencilerinin yaşadıkları sorunlar. Eğitimde Nitel Araştırmalar Dergisi, 4(1), 47-63.

Türkiye' de Öğretmenlerin Kültürel Değerlere Duyarlı Eğitime İlişkin Görüşleri: Bir Karma Yöntem Araştırması

Year 2019, Volume: 9 Issue: 2, 304 - 334, 15.08.2019
https://doi.org/10.19126/suje.541535

Abstract

Bu çalışmanın amacı, Türkiye' de öğretmenlerin kültürel değerlere
duyarlı eğitime (KDDE) ilişkin görüşlerini incelemektir. Açıklayıcı karma
yöntem deseninin kullanıldığı çalışmanın nicel safhası tarama modeli, nitel
safhası durum çalışması olarak tasarlanmıştır. Örneklem, seçkisiz tabakalı
örnekleme yöntemiyle belirlenen ve 2017-2018 eğitim-öğretim yılının Güz
döneminde Van, Diyarbakır, Konya, Antalya, İzmir, İstanbul ve Trabzon'da görev
yapan 1302 öğretmenden, çalışma grubu ise maksimum çeşitleme ve aykırı uç
örnekleme ile seçilen 28 öğretmenden oluşmaktadır. Nicel veriler,
araştırmacılar tarafından geliştirilen "Kültürel Değerlere Duyarlı Eğitime
İlişkin Öğretmen Görüş Ölçeği" ile nitel veriler ise nicel verilerin
analizinin ardından ölçekten yüksek ve düşük düzeyde ortalamalara sahip 28
öğretmenle yapılan görüşmelerle toplanmıştır. Nicel verilerin analizinde,
aritmetik ortalama, yüzde ve frekans gibi betimsel istatistikler, nitel
verilerin analizinde ise betimsel analiz ve içerik analizi kullanılmıştır. Araştırma
sonuçlarına göre, öğretmenler KDDE ile ilgili olumlu görüşlere sahiptirler;
ancak orta düzeyde kaygı da yaşamaktadırlar. Türkiye'de öğrenci profilinin
çeşitliliğinden dolayı KDDE'ye ihtiyaç duyulduğunu belirten öğretmenler kadar,
bu anlayışın eğitim sistemini ve toplumun yapısını olumsuz etkileyeceğini
düşünen öğretmenler de bulunmaktadır. Türkiye'de öğretmen eğitimi
programlarının içeriğinin KDDE bağlamında incelemesinde faydalar olabilir.

References

  • Aronson, B., & Laughter, J. (2016). The theory and practice of culturally relevant education a synthesis of research across content areas. Review of Educational Research, 1-44.
  • Aydın, H. (2013). Dünya'da ve Türkiye'de çokkültürlü eğitim tartışmaları ve uygulamaları. Ankara: Nobel Akademik Yayıncılık.
  • Banks, J. A., & Banks, C. A. M. (Eds.). (2010). Multicultural education: Issues and perspectives (7th ed.). Hoboken, NJ: John Wiley.
  • Benson, J., & Borman, G. (2010). Family, neighborhood, and school settings across seasons: When do socioeconomic context and racial composition matter for the reading achievement growth of young children? Teacher College Record, 112(5), 1338-1390
  • Blanchett, W. J. (2006). Disproportionate representation of African American students in special education: Acknowledging the role of white privilege and racism. Educational Researcher, 35(6), 24-28.
  • Creswell, J. W., & Plan Clark, V.L. (2014). Research design. qualitative, quantitative, and mixed methods approaches (4th ed.). USA: Sage Publications Inc.Çelik, S. (2014). The undergraduate students' perception on multicultural education and democracy in Turkey. Yildiz Technical University: Unpublished masters' thesis.Çırık, İ. (2008). Çokkültürlü eğitim ve yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 27-40.
  • Eğitim Reformu Girişimi-ERG, (2017). Bir Arada Yaşamı ve Geleceği Kapsayıcı Eğitimle İnşa Etmek. https://indd.adobe.com/view/6066c857-843a-4d49-b7e9-77f635a950cf adresinden 12.12.2017 tarihinde erişildi.
  • Erdem, C. (2017). Sınıfında mülteci öğrenci bulunan sınıf öğretmenlerinin yaşadıkları öğretimsel sorunlar ve çözüme dair önerileri. Medeniyet Eğitim Araştırmaları Dergisi, 1(1), 26-42.
  • Esen, H. (2009). An analysis of public primary school teachers' dealing with difference in the absence of a multicultural education policy in Turkey. Boğaziçi Üniversitesi:Yayımlanmamış yüksek lisans tezi.
  • Evans, K. (2017). Examining the culturally responsive teaching self-efficacy of teacher candidates in Hawaii. Yayınlanmamış doktora tezi, Walden University. http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=4448&context=dissertations adresinden erişildi.
  • Gay, G. (1988). Designing relevant curricula for diverse learners. Education and urban society, 20(4), 327-340.
  • Gay, G. (1994). At the essence of learning: Multicultural education. [Çevrim-içi: https://files.eric.ed.gov/fulltext/ED386410.pdf], Erişim tarihi: 29 Ekim 2017.
  • Gay, G. (1997). The relationship between multicultural and democratic education. The Social Studies, 88(1), 5–11.
  • Gay, G. (2002a). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.
  • Gay, G. (2002b). Culturally responsive teaching in special education for ethnically diverse students: setting the stage. Qualitative studies in education, 6, 613-629
  • Gay, G. (2009). Similar concerns, different perspectives of social studies and multicultural education, Social Studies Review, 48(1), 25–27.
  • Gay, G. (2010). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 61(1–2), 143–152.
  • Gay, G. (2013). Teaching to and through cultural diversity, Curriculum Inquiry, 43:1
  • Gay, G. (2014). Kültürel değerlere duyarlı eğitim: Teori, araştırma ve uygulama (2. Baskı). Hasan Aydın (Çev. Ed.). Ankara: Anı Yayıncılık.
  • Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. (3rd Ed.).Teachers College Press.
  • Karataş, K. & Oral, B. (2015). Teachers' perceptions on culturally responsiveness in education. Journal of Ethnic and Cultural Studies, 2 (2), 47-57
  • Koçak, D., Çokluk, Ö. ve Kayri, M. (2016). Faktör sayısının belirlenmesinde map testi, paralel analiz, k1 ve yamaç birikinti grafiği yöntemlerinin karşılaştırılması, Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 13 (1), 330-359. http://efdergi.yyu.edu.tr/makaleler/cilt13/ebodabdyyuefd09032016y.pdf adresinden erişildi.
  • KONDA. (2006). Biz Kimiz? Toplumsal Yapı Araştırması. Konda Araştırma ve Danışmanlık.http://www.konda.com.tr/tr/raporlar/2006_09_KONDA_Toplumsal_Yapi.pdf
  • Kotluk, N. ve Kocakaya, S. (2018a). Türkiye için alternatif bir anlayış: Kültürel değerlere duyarlı eğitim. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 749-789.
  • Kotluk, N. ve Kocakaya, S. (2018b). Culturally relevant/responsive education: What do teachers think in Turkey?. Journal of Ethnic and Cultural Studies, (5), 2, 98-117
  • Ladson-Billings, G. (1990). Like lightning in a bottle: Attempting to capture the pedagogical excellence of successful teachers of Black students. International Journal of Qualitative Studies in Education, 3,335-344.
  • Ladson-Billings, G. (1991). Beyond multicultural illiteracy. Journal of Negro Education, 60(2), 147-157
  • Ladson-Billings, G. (1992a). Culturally relevant teaching: The key to making multicultural education work. In C.A. Grant(Ed.), Research and multicultural education (pp. 106-121). London: Falmer Press.
  • Ladson-Billings, G. (1992b). Liberatory consequences of Literacy: A case of culturally relevant instruction for African American students. Journal of Negro Education, 61, 378-391.
  • Ladson-Billings, G. (1992c) Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. Theory into Practice, 31(4), 312-320
  • Ladson-Billings, G. (1995a). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34, 159-165
  • Ladson-Billings, G. (1995b). Toward a theory of culturally relevant pedagogy, American Educational Research Journal, 32(3), 465-491.
  • Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education? In E. Taylor, D. Gillborn, & G. Ladson-Billings (Eds.), Foundations of critical race theory in education (pp. 17-36). Abingdon, NJ: Routledge.
  • Ladson-Billings, G. (2005). Is the team all right. Journal of Teacher Education, 56(3), 229-234.
  • Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3-12.
  • Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey Bass Publishers.
  • Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: The remix. Harvard Educational Review, 84(1), p. 74-84.
  • Marangoz, G. (2014). Okul yöneticilerinin ve öğretmenlerin çokkültürlü eğitime karşı algısı. Bahçeşehir Üniversitesi: Yayımlanmış yüksek lisans tezi.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis (2nd edition). Thousand Oaks, CA: Sage Publications.
  • Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
  • Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41, 93–97.
  • Polat, İ. (2013). Ortaöğretim kurumlarında çalışan öğretmenlerin çokkültürlü yeterlik algıları (Van ili örneği). Yüzüncü Yıl Üniversitesi: Yayımlanmamış yüksek lisans tezi
  • Phuntsog, N. (2001). Culturally responsive teaching: What do selected United States elementary school teachers think?. Intercultural Education, 12(1), 51-64.
  • Rengi, Ö. ve Polat, S. (2014). Sınıf öğretmenlerinin kültürel farklılık algıları ve kültürlerarası duyarlılıkları, Zeitschrift für die Welt der Türken/Journal of World of Turks, 6(3), 135-156.
  • Ritosa, A. (2017). Interventions Supporting Mathematics and Science In-service and Pre-service Teachers' Cultural Responsiveness: A Systematic Literature Review from 1995-2017. https://www.diva-portal.org/smash/get/diva2:1104961/FULLTEXT01.pdf adresinden erişildi.
  • Robinson, G. (2010). Culturally responsive beliefs and practices of general and special education teachers implementing Response to Intervention in diverse elementary schools. The University of North Carolina at Greensboro: Unpublished PhD Thesis
  • Siwatu, K.O. (2007). Preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and Teacher Education, 23(7), 1086-1101. https://doi.org/10.1016/j.tate.2006.07.011
  • Snider, K.A. (2015). The relationship between in-service teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs, instructional practices (class), and student outcomes in the urban school setting. Yayınlanmamış doktora tezi, University of Missouri-Kansas City. https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/45943/SniderRelBetIns.pdf?sequence=1&isAllowed=y adresinden erişildi.
  • Thompson, L. R. (2012). Teachers' perceptions toward culturally responsive teaching of African American high school students. Yayınlanmamış doktora tezi, University of Phoenix. https://pqdtopen.proquest.com/doc/1691866672.html?FMT=AI adresinden erişildi
  • Ünlü, İ., ve Örten, H. (2013). Öğretmen adaylarının çokkültürlülük ve çokkültürlü eğitime yönelik algılarının incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 21 (2013): s.287-302
  • Veneziano L. & Hooper J. (1997). A method for quantifying content validity of health-related questionnaires. American Journal of Health Behavior, 21(1), 67-70.
  • Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde araştırma yöntemleri (9.Baskı). Ankara: Seçkin Yayıncılık
  • Yılmaz, F. ve Şekerci, H. (2016). Ana dil sorunsalı: Sınıf öğretmenlerinin deneyimlerine göre ilkokul öğrencilerinin yaşadıkları sorunlar. Eğitimde Nitel Araştırmalar Dergisi, 4(1), 47-63.
There are 53 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Nihat Kotluk 0000-0002-4314-9492

Serhat Kocakaya This is me 0000-0002-5576-3780

Publication Date August 15, 2019
Published in Issue Year 2019 Volume: 9 Issue: 2

Cite

APA Kotluk, N., & Kocakaya, S. (2019). Teachers’ Views about Culturally Relevant Education in Turkey: A Mixed Methods Study. Sakarya University Journal of Education, 9(2), 304-334. https://doi.org/10.19126/suje.541535

Cited By