Araştırma Makalesi
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Primary school teachers' views on Syrian Students’ Turkish and math skills and the confronted challenges

Yıl 2021, Cilt: 5 Sayı: 1, 92 - 117, 30.06.2021

Öz

This research attempts to reveal the views of the primary school teachers, having Syrian students in their class, on these students’ Turkish and mathematics skills and the challenges they have confronted in the classroom. The research used a mixed research method and 347 primary school teachers who met the criterion of having Syrian students in their classes participated in the research. Quantitative data were gathered through a five-point Likert type questionnaire consisting of 27 questions, and qualitative data were collected with eight open-ended questions. Descriptive statistical methods were used during quantitative data analysis and descriptive analysis for qualitative data. The research findings revealed that Syrian students' reading, reading comprehension and problem solving skills were not sufficiently developed due to the lack of speaking Turkish. In the same vein, there were communication problems with students and parents due to the language barrier which affects Syrian students' choice of friends and their success in classes. Another research finding suggested that Syrian students were at a satisfactory level in operational skills that do not require verbal knowledge, especially in mathematics lesson. In addition, the parents were identified to be indifferent to the students' lessons and they did not help with their homework. The participants’ common view was that Syrian students should receive Turkish education in separate classes (preparatory class) in order to solve the language problem before schooling.

Kaynakça

  • Aksakal, İ. (2017). The problems of adaptation of the Syrian refugee students to the Turkish education system and the classroom environment (Kars Case). TURAN- Strategic Research Center, (36), 669-676.
  • Aldaraghmeh, H. (2020). A Research On The Speaking Skills Of The Students Whose Native Language Is Arabic. Master's thesis. Sakarya University, Institute of Education Sciences, Sakarya.
  • Avcı, F. (2019). Teachers’ opinions on the problems faced by the refugee students in preschool education institution. Language Teaching and Educational Research (LATER), 2(1): 57-80. https://doi.org/10.35207/later.537817
  • Aydın, H. & Kaya, Y. (2017) Educational needs and barriers for Syrian refugee students in Turkey: A qualitative case study. Intercultural Education, 28(5), 456–473. http://dx.doi.org/10.1080/14675986.2017.1336373.
  • Aykırı, K. (2017). Classroom teachers' views on the educational status of Syrian students in their classes. Turkish Journal of Primary Education, 2(1), 44-56.
  • Avcı, F. (2019). Teachers’ opinions on the problems faced by the refugee students in preschool education institutions. Language Teaching and Educational Research (LATER), 2(1): 57-80. https://doi.org/10.35207/later.537817.
  • Biçer, N. & Özaltun, H. (2020). Syrian and Turkish student’s views on refugee secondary school students' Turkish language skills and school adaptation processes. Eurasia Journal of International Studies, 8(23), 348-364.
  • Block, K., Cross, S., Riggs, E. & Gibbs, L. (2014). Supporting schools to create an inclusive environment for refugee students. International Journal of Inclusive Education, 18(12), 1337-1355. https://doi.org/10.1080/13603116.2014.899636
  • Bosswick, W. & Heckmann, F. (2006). Integration of migrants: Contribution of local and regional authorities. Dublin: European Foundation for the Improvement of Living and Working Conditions.
  • Boyden, J., Berry, J., Feeny, T. & Hart, J. (2002). Children affected by armed conflict in South Asia: A review of trends and issues identified through secondary research. Afghan Digital Libraries.http://184.73.243.18:8080/jspui/bitstream/azu/3846/1/azu_acku_pamphlet_hq789_b69_2002_w.pdf
  • Boylu, E. & Işık, P. (2020). Teacher opinions on Turkish learning processes in the provinces where Syrian refugees live intensely. Bolu Abant İzzet Baysal University Journal of Education Faculty, 20 (2), 1113-1128. https://dx.doi.org/10.17240/aibuefd.2020..-641783.
  • Bulut, S., Soysal, Ö. K. & Gülçiçek, D. (2018). Being a Turkish Teacher of Syrian Students: Problems Encountered in the Education of Syrian Students. International Journal of Turkish Literature, Culture and Education Dergisi (TEKE), 7(2): 1210-1238.
  • Can, A. (2018). Quantitative data analysis in scientific research process with SPSS (6th Edition). Ankara: Pegem Academy.
  • Creswell, J. W. & Plano Clark, V.L (2014). Mixed method studies. (Trans. Edt.: Dede, Y.& Demir, S. B.). Ankara: Anı Publishing.
  • Çelik, T. (2019). The Syrian students in the classes of social studies teachers from their perspective. Sakarya University Journal of Education, 9(2):383-407.
  • Çimşir, S., & Baysal, Z. N. (2020). Investigation of foreign primary school students’ problems and solutions about their teachers and course achievements from their perspectives. Journal Of Medeniyet Educational Research, 4(1), 28-45.
  • ÇOÇA (Istanbul Bilgi University Child Studies Unit) (2015) Syrian refugees in Turkey Situation of Children in Public Schools, Policy and Practice Recommendations. http://cocuk.bilgi.edu.tr/wp-content/uploads/2015/09/Suriyeli-Cocuklar-Egitim-Sistemi-Politika-Notu.pdf
  • Demir, S., & Alyılmaz, S. (2020). An evaluation on listening experiences of Syrian students learning Turkish as foreign language. Bolu Abant İzzet Baysal University Journal of Education Faculty, 20(3), 1306-1321. https://dx.doi.org/10.17240/aibuefd.2020..-565877.
  • Dolapçıoğlu, S. & Bolat, Y. (2019). The education issues of Syrian students under temporary protection status. Research in Education, 0(0): 1-17. https://doi.org/10.1177/0034523719892019
  • Ergen, H., & Şahin, E. (2019).Problems confronted by primary school teachers in relation to education of Syrian students. Mustafa Kemal University Journal of Social Sciences Institute, 16(44), 377-405.
  • Gencer, T. E. (2017). An evaluation of the relationship of immigration and education: education needs of the syrian refugee children and challenges of exposed delays in schooling processes. International Social Research Journal,10 (54), 838-851. http://dx.doi.org/10.17719/jisr.20175434652 Gün, M. & Baldık, Y. (2017). Training services for Syrian refugee entertained out of the camp in Turkey (Kayseri sample). Route Educational and Social Science Journal, 4(2), 287-299.
  • Hamilton, H., Lunenburg, F.C, Slate, J. R., & Barnes, W. (2021). Texas Grade 3 Underrepresented Boys and Economic Status Differences in Reading: A Statewide, Multiyear Study Put the title of the paper here. Journal of Educational Studies and Multidisciplinary Approaches (JESMA),1 (1), 8-39. https://doi.org/10.51383/jesma.2021.1
  • Hayat Boyu Öğrenme Genel Müdürlüğü (HBÖGM), (2021). https://hbogm.meb.gov.tr/meb_iys_dosyalar/2021_01/27122650_ocak_2021.pdf
  • Human Rights Watch, (2015). When I picture my future, I see nothing” barriers to education for Syrian refugee children in Turkey. http://madde14.org/images/a/a1/HRWSuriyeMulteciCocukEgitim2015.pdf.
  • International Institute for Educational Planning [IIEP-UNESCO] (2011) Integrating Conflict and Disaster Risk Reduction into Education Sector Planning: Guidance Notes for Educational Planners. Paris: IIEP-UNESCO.
  • Kaplan, I., Stolk, Y., Valibhoy, M., Tucker, A., & Baker, J. (2016). Cognitive assessment of refugee children: Effects of trauma and new language acquisition. Transcultural psychiatry, 53(1), 81-109. https://doi.org/10.1177/1363461515612933
  • Khawaja, N. G., & Howard, G. (2020). Assessing educational difficulties of students from refugee backgrounds: a case study approach. Journal of Psychologists and Counsellors in Schools, 30(2), 97-111. https://doi.org/10.1017/jgc.2020.2[Opens in a new window]
  • Lerner, A. B. (2012). The Educational Resettlement of Refugee Children: Examining Several Theoretical Approaches. Multicultural education, 20(1), 9-14.
  • Levent, F.& Çayak, S. (2017) School administrators’ views on Syrian students’ education in Turkey. Hasan Ali Yücel Journal of Education, 14-1(27), 21-46.
  • McBrien, J. L. (2005). Educational needs and barriers for refugee students in the United States: A review of the literature. Review of Educational Research, 75(3), 329-364. https://doi.org/10.3102/00346543075003329.
  • MoNE, (2014). Foreign Education - Educational Services Circular. Circular No. 21 dated 23.09.2014. Ministry of National Education, General Directorate of Basic Education. http://mevzuat.meb.gov.tr/html/yabyonegiogr_1/yabyonegiogr_1.html.
  • MoNE, (2019). Foreign Students Compliance Class Circular. Circular no: 15. 06.09.2009. Ministry of National Education, Lifelong Learning Directorate.
  • Nilsson, J., & Axelsson, M. (2013). Welcome to Sweden: Newly arrived students’ experiences of pedagogical and social provision in introductory and regular classes. International Electronic Journal of Elementary Education, 6(1), 137-164.
  • Nilsson, J. & Bunar, N. (2016) Educational Responses to Newly Arrived Students in Sweden: Understanding the Structure and Influence of PostMigration Ecology, Scandinavian Journal of Educational Research, 60:4, 399-416, https://doi.org/10.1080/00313831.2015.1024160.
  • Oikonomidoy, E., & Karam, F. J. (2020). Funds of identity and language development: the case of a Syrian refugee-background child. International Journal of Early Years Education, 28(2), 122-135. https://doi.org/10.1080/09669760.2020.1765086.
  • Özkale, U., & Yelken, T. Y. (2020). Analysis of problems encountered by instructors teaching turkish as a foreign language to syrian children and their opinions on their participation in the certification program for teaching turkish as a foreign language. Journal of Language and Linguistic Studies, 16(1): 185-212. https://doi.org/10.17263/jlls.712698.
  • Papapostolou, A., Manoli, P., & Mouti, A. (2020). Challenges and Needs in the Context of Formal Language Education to Refugee Children and Adolescents in Greece. Journal of Teacher Education and Educators, 9(1), 7-22.
  • Peterson, S. D. (2011). Conflict, education and displacement. Conflict and Education: An Intedisciplinary Journal, 1(1), 1-5.
  • Samara, M., El Asam, A., Khadaroo, A., & Hammuda, S. (2019). Examining the psychological well‐being of refugee children and the role of friendship and bullying. British journal of educational psychology, 90(2), 301-329.
  • Short, D. J. (2002). Newcomer programs: An educational alternative for secondary immigrant students. Education and Urban Society, 34(2), 173–198.
  • Short, D. J., & Boyson, B. A. (2012). Helping newcomer students succeed in secondary schools and beyond. Washington, DC: Center for Applied Linguistics.
  • Sinclair, M. (2001). Education in emergencies. In J. Crisp, C. Talbot, & D. B. Cipollone (Eds.), Learning for a future: Refugee education in developing countries (pp. 1–84). Lausanne, Switzerland: United Nations Publications.
  • Stathopoulou, M. & Dassi, P. (2020). Teaching languages to students from refugee and migrant backgrounds around Europe: Exploring difficulties and teachers’ beliefs. International Online Journal of Education and Teaching (IOJET), 7(1). 60-82. http://iojet.org/index.php/IOJET/article/view/792
  • Talbot, C. (2015). Education in conflict emergencies in light of the post-2015 MDGs and EFA Agendas.http://www.norrag.org/fileadmin/Working_Papers/Education_in_conflict_emergencies_Talbot.pdf.
  • Taylor, S. & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39-56. https://doi.org/10.1080/13603110903560085.
  • Tiryaki, E. N. & Oğraş, İ. (2020). Teacher's opinions of the Turkish course for Syrian students.. International Journal of Turkish Literature Culture Education, 9(4), 1581-1601.
  • Tsioupis, K., & Paida, S. (2020). Refugee education coordinators in the Greek educational system: Their role as mediators in refugee camps. International Journal of Modern Education Studies,4, (2), 81-109. http://dx.doi.org/10.51383/ijonmes.2020.58
  • UNHCR, (2015). Curriculum Choices in Refugee Settings, Geneva, http://www.unhcr.org/560be1209.html.
  • UNHCR, (2000). The UNHCR globalreport1999. New York: Oxford University Press.
  • Uzun, E. M.& Bütün, E. (2015). Teacher opinions on the problems of Syrian asylum seekers in pre-school education institutions. International Journal of Early Childhood Education Studies, 1(1), 72-83.
  • Ünal, K., Taşkaya, S. M. & Ersoy, G. (2018). Problems encountered by Syrian ımmigrants while learning Turkish as a foreign language and solution suggestions. Ahi Evran University Journal of Social Sciences Institute, 4(2): 134-149.
  • Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in social sciences (10th ed.). Ankara: Seçkin Publishing.
  • Yıldız, D. & Uzunsakal, E. (2018). A comparison of reliability tests in field researches and an application on agricultural data. Journal of Applied Social Sciences, 2(1), 14-28.
  • Yohani, S. (2010). Nurturing hope in refugee children during early years of post-war adjustment. Children and Youth Services Review, 32(6), 865-873. https://doi.org/10.1016/j.childyouth.2010.02.006
  • Yurdakul, A. & Tok, T.N. (2018). Immigrant / refugee student through the eyes of a teacher. Adnan Menderes University Faculty of Education Journal of Educational Sciences, 9(2): 46-58.
Yıl 2021, Cilt: 5 Sayı: 1, 92 - 117, 30.06.2021

Öz

Kaynakça

  • Aksakal, İ. (2017). The problems of adaptation of the Syrian refugee students to the Turkish education system and the classroom environment (Kars Case). TURAN- Strategic Research Center, (36), 669-676.
  • Aldaraghmeh, H. (2020). A Research On The Speaking Skills Of The Students Whose Native Language Is Arabic. Master's thesis. Sakarya University, Institute of Education Sciences, Sakarya.
  • Avcı, F. (2019). Teachers’ opinions on the problems faced by the refugee students in preschool education institution. Language Teaching and Educational Research (LATER), 2(1): 57-80. https://doi.org/10.35207/later.537817
  • Aydın, H. & Kaya, Y. (2017) Educational needs and barriers for Syrian refugee students in Turkey: A qualitative case study. Intercultural Education, 28(5), 456–473. http://dx.doi.org/10.1080/14675986.2017.1336373.
  • Aykırı, K. (2017). Classroom teachers' views on the educational status of Syrian students in their classes. Turkish Journal of Primary Education, 2(1), 44-56.
  • Avcı, F. (2019). Teachers’ opinions on the problems faced by the refugee students in preschool education institutions. Language Teaching and Educational Research (LATER), 2(1): 57-80. https://doi.org/10.35207/later.537817.
  • Biçer, N. & Özaltun, H. (2020). Syrian and Turkish student’s views on refugee secondary school students' Turkish language skills and school adaptation processes. Eurasia Journal of International Studies, 8(23), 348-364.
  • Block, K., Cross, S., Riggs, E. & Gibbs, L. (2014). Supporting schools to create an inclusive environment for refugee students. International Journal of Inclusive Education, 18(12), 1337-1355. https://doi.org/10.1080/13603116.2014.899636
  • Bosswick, W. & Heckmann, F. (2006). Integration of migrants: Contribution of local and regional authorities. Dublin: European Foundation for the Improvement of Living and Working Conditions.
  • Boyden, J., Berry, J., Feeny, T. & Hart, J. (2002). Children affected by armed conflict in South Asia: A review of trends and issues identified through secondary research. Afghan Digital Libraries.http://184.73.243.18:8080/jspui/bitstream/azu/3846/1/azu_acku_pamphlet_hq789_b69_2002_w.pdf
  • Boylu, E. & Işık, P. (2020). Teacher opinions on Turkish learning processes in the provinces where Syrian refugees live intensely. Bolu Abant İzzet Baysal University Journal of Education Faculty, 20 (2), 1113-1128. https://dx.doi.org/10.17240/aibuefd.2020..-641783.
  • Bulut, S., Soysal, Ö. K. & Gülçiçek, D. (2018). Being a Turkish Teacher of Syrian Students: Problems Encountered in the Education of Syrian Students. International Journal of Turkish Literature, Culture and Education Dergisi (TEKE), 7(2): 1210-1238.
  • Can, A. (2018). Quantitative data analysis in scientific research process with SPSS (6th Edition). Ankara: Pegem Academy.
  • Creswell, J. W. & Plano Clark, V.L (2014). Mixed method studies. (Trans. Edt.: Dede, Y.& Demir, S. B.). Ankara: Anı Publishing.
  • Çelik, T. (2019). The Syrian students in the classes of social studies teachers from their perspective. Sakarya University Journal of Education, 9(2):383-407.
  • Çimşir, S., & Baysal, Z. N. (2020). Investigation of foreign primary school students’ problems and solutions about their teachers and course achievements from their perspectives. Journal Of Medeniyet Educational Research, 4(1), 28-45.
  • ÇOÇA (Istanbul Bilgi University Child Studies Unit) (2015) Syrian refugees in Turkey Situation of Children in Public Schools, Policy and Practice Recommendations. http://cocuk.bilgi.edu.tr/wp-content/uploads/2015/09/Suriyeli-Cocuklar-Egitim-Sistemi-Politika-Notu.pdf
  • Demir, S., & Alyılmaz, S. (2020). An evaluation on listening experiences of Syrian students learning Turkish as foreign language. Bolu Abant İzzet Baysal University Journal of Education Faculty, 20(3), 1306-1321. https://dx.doi.org/10.17240/aibuefd.2020..-565877.
  • Dolapçıoğlu, S. & Bolat, Y. (2019). The education issues of Syrian students under temporary protection status. Research in Education, 0(0): 1-17. https://doi.org/10.1177/0034523719892019
  • Ergen, H., & Şahin, E. (2019).Problems confronted by primary school teachers in relation to education of Syrian students. Mustafa Kemal University Journal of Social Sciences Institute, 16(44), 377-405.
  • Gencer, T. E. (2017). An evaluation of the relationship of immigration and education: education needs of the syrian refugee children and challenges of exposed delays in schooling processes. International Social Research Journal,10 (54), 838-851. http://dx.doi.org/10.17719/jisr.20175434652 Gün, M. & Baldık, Y. (2017). Training services for Syrian refugee entertained out of the camp in Turkey (Kayseri sample). Route Educational and Social Science Journal, 4(2), 287-299.
  • Hamilton, H., Lunenburg, F.C, Slate, J. R., & Barnes, W. (2021). Texas Grade 3 Underrepresented Boys and Economic Status Differences in Reading: A Statewide, Multiyear Study Put the title of the paper here. Journal of Educational Studies and Multidisciplinary Approaches (JESMA),1 (1), 8-39. https://doi.org/10.51383/jesma.2021.1
  • Hayat Boyu Öğrenme Genel Müdürlüğü (HBÖGM), (2021). https://hbogm.meb.gov.tr/meb_iys_dosyalar/2021_01/27122650_ocak_2021.pdf
  • Human Rights Watch, (2015). When I picture my future, I see nothing” barriers to education for Syrian refugee children in Turkey. http://madde14.org/images/a/a1/HRWSuriyeMulteciCocukEgitim2015.pdf.
  • International Institute for Educational Planning [IIEP-UNESCO] (2011) Integrating Conflict and Disaster Risk Reduction into Education Sector Planning: Guidance Notes for Educational Planners. Paris: IIEP-UNESCO.
  • Kaplan, I., Stolk, Y., Valibhoy, M., Tucker, A., & Baker, J. (2016). Cognitive assessment of refugee children: Effects of trauma and new language acquisition. Transcultural psychiatry, 53(1), 81-109. https://doi.org/10.1177/1363461515612933
  • Khawaja, N. G., & Howard, G. (2020). Assessing educational difficulties of students from refugee backgrounds: a case study approach. Journal of Psychologists and Counsellors in Schools, 30(2), 97-111. https://doi.org/10.1017/jgc.2020.2[Opens in a new window]
  • Lerner, A. B. (2012). The Educational Resettlement of Refugee Children: Examining Several Theoretical Approaches. Multicultural education, 20(1), 9-14.
  • Levent, F.& Çayak, S. (2017) School administrators’ views on Syrian students’ education in Turkey. Hasan Ali Yücel Journal of Education, 14-1(27), 21-46.
  • McBrien, J. L. (2005). Educational needs and barriers for refugee students in the United States: A review of the literature. Review of Educational Research, 75(3), 329-364. https://doi.org/10.3102/00346543075003329.
  • MoNE, (2014). Foreign Education - Educational Services Circular. Circular No. 21 dated 23.09.2014. Ministry of National Education, General Directorate of Basic Education. http://mevzuat.meb.gov.tr/html/yabyonegiogr_1/yabyonegiogr_1.html.
  • MoNE, (2019). Foreign Students Compliance Class Circular. Circular no: 15. 06.09.2009. Ministry of National Education, Lifelong Learning Directorate.
  • Nilsson, J., & Axelsson, M. (2013). Welcome to Sweden: Newly arrived students’ experiences of pedagogical and social provision in introductory and regular classes. International Electronic Journal of Elementary Education, 6(1), 137-164.
  • Nilsson, J. & Bunar, N. (2016) Educational Responses to Newly Arrived Students in Sweden: Understanding the Structure and Influence of PostMigration Ecology, Scandinavian Journal of Educational Research, 60:4, 399-416, https://doi.org/10.1080/00313831.2015.1024160.
  • Oikonomidoy, E., & Karam, F. J. (2020). Funds of identity and language development: the case of a Syrian refugee-background child. International Journal of Early Years Education, 28(2), 122-135. https://doi.org/10.1080/09669760.2020.1765086.
  • Özkale, U., & Yelken, T. Y. (2020). Analysis of problems encountered by instructors teaching turkish as a foreign language to syrian children and their opinions on their participation in the certification program for teaching turkish as a foreign language. Journal of Language and Linguistic Studies, 16(1): 185-212. https://doi.org/10.17263/jlls.712698.
  • Papapostolou, A., Manoli, P., & Mouti, A. (2020). Challenges and Needs in the Context of Formal Language Education to Refugee Children and Adolescents in Greece. Journal of Teacher Education and Educators, 9(1), 7-22.
  • Peterson, S. D. (2011). Conflict, education and displacement. Conflict and Education: An Intedisciplinary Journal, 1(1), 1-5.
  • Samara, M., El Asam, A., Khadaroo, A., & Hammuda, S. (2019). Examining the psychological well‐being of refugee children and the role of friendship and bullying. British journal of educational psychology, 90(2), 301-329.
  • Short, D. J. (2002). Newcomer programs: An educational alternative for secondary immigrant students. Education and Urban Society, 34(2), 173–198.
  • Short, D. J., & Boyson, B. A. (2012). Helping newcomer students succeed in secondary schools and beyond. Washington, DC: Center for Applied Linguistics.
  • Sinclair, M. (2001). Education in emergencies. In J. Crisp, C. Talbot, & D. B. Cipollone (Eds.), Learning for a future: Refugee education in developing countries (pp. 1–84). Lausanne, Switzerland: United Nations Publications.
  • Stathopoulou, M. & Dassi, P. (2020). Teaching languages to students from refugee and migrant backgrounds around Europe: Exploring difficulties and teachers’ beliefs. International Online Journal of Education and Teaching (IOJET), 7(1). 60-82. http://iojet.org/index.php/IOJET/article/view/792
  • Talbot, C. (2015). Education in conflict emergencies in light of the post-2015 MDGs and EFA Agendas.http://www.norrag.org/fileadmin/Working_Papers/Education_in_conflict_emergencies_Talbot.pdf.
  • Taylor, S. & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39-56. https://doi.org/10.1080/13603110903560085.
  • Tiryaki, E. N. & Oğraş, İ. (2020). Teacher's opinions of the Turkish course for Syrian students.. International Journal of Turkish Literature Culture Education, 9(4), 1581-1601.
  • Tsioupis, K., & Paida, S. (2020). Refugee education coordinators in the Greek educational system: Their role as mediators in refugee camps. International Journal of Modern Education Studies,4, (2), 81-109. http://dx.doi.org/10.51383/ijonmes.2020.58
  • UNHCR, (2015). Curriculum Choices in Refugee Settings, Geneva, http://www.unhcr.org/560be1209.html.
  • UNHCR, (2000). The UNHCR globalreport1999. New York: Oxford University Press.
  • Uzun, E. M.& Bütün, E. (2015). Teacher opinions on the problems of Syrian asylum seekers in pre-school education institutions. International Journal of Early Childhood Education Studies, 1(1), 72-83.
  • Ünal, K., Taşkaya, S. M. & Ersoy, G. (2018). Problems encountered by Syrian ımmigrants while learning Turkish as a foreign language and solution suggestions. Ahi Evran University Journal of Social Sciences Institute, 4(2): 134-149.
  • Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in social sciences (10th ed.). Ankara: Seçkin Publishing.
  • Yıldız, D. & Uzunsakal, E. (2018). A comparison of reliability tests in field researches and an application on agricultural data. Journal of Applied Social Sciences, 2(1), 14-28.
  • Yohani, S. (2010). Nurturing hope in refugee children during early years of post-war adjustment. Children and Youth Services Review, 32(6), 865-873. https://doi.org/10.1016/j.childyouth.2010.02.006
  • Yurdakul, A. & Tok, T.N. (2018). Immigrant / refugee student through the eyes of a teacher. Adnan Menderes University Faculty of Education Journal of Educational Sciences, 9(2): 46-58.
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Yeliz Bolat Bu kişi benim 0000-0002-1661-1645

Yayımlanma Tarihi 30 Haziran 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 5 Sayı: 1

Kaynak Göster

APA Bolat, Y. (2021). Primary school teachers’ views on Syrian Students’ Turkish and math skills and the confronted challenges. International Journal of Modern Education Studies, 5(1), 92-117.