Turkish Public Schools Research Articles

Protecting Refugee Students’ Wellbeing After Research

This study examines how Syrian refugee children’s participation in an ethnographic study affected their well-being, using the premises of attachment theory and listening as care. Three Syrian children, aged 10–12 in Turkish public schools, participated in this study. The data of this study were generated by combining these children’s interviews and observations in 2016 and new interviews in 2018. This study argues that the researcher may be the closest option for these children to develop a long and secure relationship because their teachers and the school community provided misguided messages about the researcher’s role in the school and these children’s expectations from the researcher. Given this situation, the findings of this study suggest that researchers should allocate time after research to understand how their presence affects refugee children and prepare culturally relevant and individualized exit strategies to avoid harming them.

Teaching Religion at Turkish Public Schools: A Theme Oscillating between Faith, Culture, and Politics

Since the proclamation of the Turkish Republic in 1923, many aspects of religious education in public schools, namely, those related to the status of religion courses, have been intensely discussed. However, developing sustainable policies that meet societal and political changes has not always been an achievable goal. This is evident from the interminable renewals of religious education curricula, which always evoke the same debate: “What should be the essence of religious education in public education? Should it aim to teach religion as a practice of faith, or should it approach religion as a cultural concept?” Focusing on this ongoing debate, this paper aims to offer an in-depth analysis of the Turkish endeavor to reconcile religious education with the secular schooling system. This paper concludes that these responses, although presented as part of pedagogical paradigm shifts, have not been impervious to the political turbulence in Turkey.

Challenges and coping strategies for preschool teachers with children who cannot speak a majority language

ABSTRACT Each year, Turkish public schools welcome many children who have little to no Turkish language skills. This study has been conducted with the purpose of unearthing the challenges that preschool education teachers are likely to experience while teaching children with low Turkish language capabilities. Twenty preschool education teachers, who worked in suburban districts where Kurdish is commonly spoken, participated in this study. A semi-structured interview protocol that was developed by the researchers was used for subsequent data collection. Participants were interviewed on a one-on-one basis in the attempt to determine how early childhood education could support the development of Turkish language skills amongst such children. Miles and Huberman’s [1994. Qualitative Data Analysis: An Expanded Source Book. 2nd ed. Thousand Oaks: Sage Publications] systematic approach was utilised to analyse the data. The findings revealed that teachers are essentially left to cope with this issue on their own, and are generally unable to gain the support or resources needed to teach children the Turkish language. Although they achieve some progress despite these handicaps, their methods were unsystematic, unscientific or were not pedagogically proven.

Teachers' Views on the Problem-Solving & Problem-Posing Tasks in Primary School Mathematics Textbooks

This paper aims to reveal teachers' views on the problem-solving & problem-posing tasks of primary school mathematics textbooks. The study utilized the single-case embedded design. We examined the mathematics textbooks used in the Turkish public schools in the 2017-2018 academic year. Also, we interviewed twelve class teachers, who were determined by the criterion sampling method, to reveal their views on the textbooks. In order to collect data, we employed a "Data Coding Scheme" to determine the problem-solving & problem-posing tasks in the textbooks and a "Semi-Structured Interview Form" composed of two open-ended questions to find out about the teachers' views. Since the questions asked to the teachers were determined as themes in advance, the descriptive data analysis technique was used for data analysis. The study concludes that the examined mathematics textbooks contain a sufficient number of problem-solving tasks, which are equally distributed under each heading in the textbooks. On the other hand, it has been found that the textbooks contain a limited number of problem-posing tasks, which are not equally distributed under each heading. Furthermore, we determined that no textbook that we examined contains different types of problem-posing tasks. Also, according to the teachers whom we interviewed, although the number of problem-solving tasks in the textbooks is sufficient, the tasks should be more effective. They also stated that the textbooks contain very few problem-solving tasks requiring different problem-posing strategies.

School anxiety and presenteeism in refugee children in Turkey

In this study, the first aim is to compare school anxiety and presenteeism levels in refugee and native Turkish children. A total of 200 elementary and middle school students who are enrolled in the Turkish public school were selected as the study group via a purposive sampling technique in different countries in Turkey. Not only refugee children were selected but also native children were included in the study. Their teachers filled in the School Anxiety Scale-Teacher Form and the School Presenteeism Scale-Teacher Form on the behalf of refugee and native children. Independent samples t-test, Pearson product-moments correlation analysis and simple linear regression analysis were performed for data analysis. In conclusion, statistically significant positive correlations between school anxiety and school presenteeism have been determined in all participants. In comparison analysis, refugee children have more presenteeism and school anxiety levels than native Turkish children.
 Keywords: Refugee, school anxiety, presenteeism.

Okul ortamlarında Suriyeli mültecilerin kapsayıcı eğitimleri önündeki başlıca engellerin araştırılması

There have been thousands of Syrian kids studying at Turkish public schools since the beginning of Syrian migration. This study aims to reveal the social and cultural motivations causing the barriers in front of inclusive education of Syrian refugees within school environments. This qualitative research was designed as a case study. Accordingly, the study group of the research is composed of 12 teachers and 5 administrators from five schools having Syrian refugee students and 10 parents consisting of both Syrian and Turkish kids. The data was gathered through semi-structured interviews. At the end of the data analysis, four main themes were found as: “Language Diversity”, “Reflections of Major Social Problems in Schools”, “The Dilemmas Based upon Integration Policies” and “Mutual Roots as an Inclusion Area”. Results of this study show that a collective and holistic approach is necessary to overcome the barriers in front of inclusive education of Syrian refugees.

Education for Syrian Refugees: The New Global Issue Facing Teachers and Principals in Turkey

This study addresses the educational status and needs of Syrian school-age children at Turkish public schools and the perspectives of teachers and school principals who work with Syrian refugee students. Data was collected from an ongoing qualitative interpretive case study research project using semistructured interviews with teachers and principals who worked with Syrian refugees in 2 inner-city elementary schools in Istanbul, Turkey. The findings of this study indicate that state schools provide many Syrian children with access to education that addresses the needs and challenges associated with the refugee school-age children. For example, Syrian children are thought to have rights identical to Turkish children regarding access to a free education in the Turkish public school setting, and the government has allowed Syrian students to enroll in universities without examinations or without having to show proof that they had attended universities in Syria. However, language barriers with respect to speaking and understanding Turkish must be mitigated to integrate Syrian refugees into Turkish culture. The results of the study also indicate that Syrian students are in a constant state of depression and trauma due to war and migration. Because of language-related issues and limited access to everyday necessities, Syrian children are often in need of comprehensive psychological support. Thus, this study recommends that teachers and principals participate in professional training and development programs to be able to provide psychological support to students.

The educational needs of and barriers faced by Syrian refugee students in Turkey: a qualitative case study

The purpose of this study is to explore the educational status of Syrian refugees in Turkish schools, and the perspectives of teachers and school principals regarding the needs of Syrian refugee students in two inner‐city elementary schools in Istanbul, Turkey. A qualitative interpretive case study method was employed. Eight participants (seven teachers and one school principal), who had Syrian refugee students in their classes and wider school environment, participated in the study. The findings of the study show that Turkish public schools provide many Syrian children in Istanbul with an access to education, and a welcoming and secure learning environment. However, poor school conditions, linked to the potentially limited capacity of teachers and the shortage of sufficiently trained teachers able to instruct refugees, inadequate resources and inappropriate curriculum planning impede the provision of high-quality education.

An Investigation of Forcibly Migrated Syrian Refugee Students at Turkish Public Schools

This study is a descriptive phenomenological research that aims to reveal Syrian refugee children' experiences within formal public schools in Turkey. The data was collected through semi-structured interviews from 28 teachers who teach these refugee Syrian students. Results show that the students are under the effect of post-traumatic stress disorders, they have problems understanding and communicating the content in class, there are issues stemming from overcrowded classes, teachers have not been involved in decision-making processes regarding these students, there does not seem to be an reliable effort to increase teachers' capacities to better deal with these students, nor are they effectively informed about refugee students. The study also presents discussion related to integration of refugee students into mainstream classes, lack of an effective system to address issues, and some suggestions for policy making in the case of refugee students.

Teachers’ self-reported beliefs on developmentally appropriate and inappropriate practices in grade K-4 EFL classrooms

ABSTRACTThis study investigated the perceived beliefs and reported practices of fourth-grade English teachers in primary (elementary) public schools in Turkey. Significantly, it aimed to examine the participating K-4 English as a foreign language (EFL) teachers’ beliefs about the developmentally appropriate and inappropriate practices, discover the possible factors that might influence the planning and implementation of those instructional activities, and lastly, find out whether there is any correlation between the self-reported beliefs and practices. A sample of 158 EFL teachers teaching fourth-grade classes at Turkish public schools (primary level) participated in the study. Data were gathered from the Teacher Beliefs and Practices Survey: 3–5 Year Olds based on 1997 National Association for Education of Young Children's Developmentally Appropriate Practice (DAP) guidelines and focus group interviews. The findings revealed that future teacher training programmes should promote DAPs and enhance teachers’ skills to implement them effectively in the young learners' language classrooms.

An Overview and Comparison of Turkish Public Schools and Private Schools

Human beings are social in nature and need acquisition and possession of knowledge for self-actualisation. This need can only be fulfilled in educational institutions. Turkish educational system is composed of pre-school, elementary, secondary and higher education. It is now evident that governments alone cannot meet the high demand of information and knowledge in the 21 st century. Public schools and private schools are required to step in interchangeably when one falls short or fails. This study offers a short evaluation of the status of private schools in Turkey, a comparison of public and private schools, recommendations on public-private school balance and history of private schools, their structure and function and demands of parents. The study elaborates on governing factors in choosing a private school and how public schools can adapt to demands.

Relationship between Organizational Change Cynicism and Some Variables in Turkish Public Schools

The present paper aims to determine the effects of the variable, the organizational change cynicism, on job satisfaction, intention of quitting and alienation variables. The research has been set u...

An exploration of the relationship between readiness for change and organizational trust in Turkish public schools

Readiness for change is one of the constructs that fosters positive behaviours, attitudes and thinking towards new adjustments on the part of employees. As one of the internal context variables, trust acts as a catalyst for supportive behaviours in times of change and uncertainty by reducing change related resistance and stress. Based on this understanding, this study explores the predictive value of organizational trust for cognitive, emotional and intentional readiness for change among a group of primary and secondary school teachers in Turkey. The data from 603 public school teachers were collected using the Omnibus T-Scale and Readiness for Change-Cognitive Emotional Intentional Scale. Taking each dimension of readiness for change as a criterion variable, three sets of predictors were defined for three separate hierarchical regression analyses. The results provided empirical evidence concerning the relationship between intentional, emotional and cognitive readiness for change and perceived faculty trust in colleagues and in the principal after statistically controlling for the school level and teacher demographics at primary and secondary level public schools. The results were interpreted within the scope of the current literature as well as structural and functional characteristics of Turkish education system.

Supporting New Early Childhood Education Teachers in Turkish Public Schools

The purpose of this study is to examine beginning early childhood education teachers’ perceived needs and received supports in public schools. Recently, supporting new teachers has been emphasized more to empower them in teaching profession. First year of teaching is considered as an induction program in Turkey as well, and this study attempts to examine effectiveness of mentoring program in public schools in Turkey. Sixteen beginning early childhood education (ECE) teachers were interviewed at the end of the first and second semester of their first year of teaching. Audio-recorded interviews were analyzed through qualitative research methodologies. Findings revealed that new teachers struggled most to find out their ways in complex legislation and paperwork in public schools. It appeared that the induction program was not implemented properly and it was not helpful for new teachers. Beginning teachers’ expressions about their perceived needs in their first year was essentially a mentor.

Comparison of Safety and Emergency Preparedness Procedures and Policies in US and Turkish K-12 Schools*

KEYWORDS Safety. Emergency Preparadness. Kindergarten. Higher Grade. Turkey. USA ABSTRACT Safety and emergency preparedness in U.S. and Turkey Kindergarten thru 12 th grade public school system that are potentially applicable to other educational systems arediscussed first within the context of the laws that set the legal ground for safety issues.The main purpose of this study is to develop a clear understanding regarding issues surrounding Safety and Emergency Preparadness Procedures and Policies in the USA and Turkey. The main question of this study is how similar or dissimilar the two cases are. The similarities and differences are examined within the following contexts:1)accidents,injuries and illnesses, 2) utility problems, 3) health security, 4) mental health crisis, suicide threat, and death, 5) custody procedures, 6) fire safety procedures, 7) possession of prohibited substances (drugs etc.) and weapons, 8) searches and seizures, 9) secret organizations (Gangs etc.), 10) field Trips, 11) security personnel, 12) threats from outside the school, 13) disappearance of children,hostage- taking or kidnapping, 14) protection from inbound threats from their parents and relatives of the students, 15) physical and psychological violence towards students a nd teachers, and 16) traffic rules on school grounds. According to the results of content analysis, the guidelines for some safety issues are more formally structured and explained in a more detailed manner in US public schools than it is in the Turkish public schools.

Scrutinizing Religious Culture and Moral Knowledge Course Books in Turkish Public Schools

Scrutinizing Religious Culture and Moral Knowledge Course Books in Turkish Public Schools

Principals’ leadership in school administration: A study of principal effectiveness in Turkish public schools

The purpose of this study was to investigate the opinions of teachers about the administrative behaviour of all the principals working in Pazaryeri, one of the towns in the city of Bilecik, Turkey. The sufficiency of principals have been investigated in terms of administration of instructional processes and curriculum, assesment of students and instructional processes, motivation and improvement of teachers, creation of teaching-learning climate. Administration of schools and achieving the goals in a democratic and transparent society requires effective leadership that is greatly transformed according to the in and out of the school. It is understood that administrative style in the schools are mostly based on rules and structure instead of values, meanings, symbols and expectation. Key words: Administration, principal, efectiveness, teacher.

The Contributions of Theme-Based CBI to Turkish Young Learners' Language Development in English

This study aims at discussing the contributions of Content–based Instruction (CBI) to young learners’ language development in English. Among the three models of CBI, theme-based model has been used in the study, since sheltered and adjunct models are not so functional as theme-based model in Turkish public schools. Experiments have been conducted in both control and pilot groups. The pilot group students have been taught basic language skills in English through theme-based CBI. Both groups have been given an achievement test at the end of the study. The findings indicate that there is a statistically significant difference between the mean scores of both groups in terms of the language development of the young learners. Pilot group can be said to have developed their language skills in English better than those of the control group. Theme-based CBI can be more effective for young learners who are in the process of first language acquisition.