Turkish School Research Articles

Comparison of Value Perceptions of French and Turkish Secondary School Students

In the present study, the aim was to compare the value perceptions of the 7th and 8th grade students of the French and Turkish schools. The study was designed in line with the phenomenology, which is one of the qualitative research methods; and the students were determined according to the criterion sampling method, which is one of the purposeful sampling methods. The data that were obtained in the study were analyzed with the descriptive analysis technique. According to the results of the study, the students of both schools explained the value concept as the care given for something, cost and worth, which were similar in both schools. About this explanation, the students of the French school stated values that were more various. The students of both schools frequently mentioned universalism-concern, and the students of the Turkish school rarely mentioned power-dominance; and the students of the French school stated that people should have values in universalism-nature categories. In priority of values and in universal value perceptions, the students of both schools stated many similar and different values.

Large-scale change and survival of school principals in Turkey

ABSTRACTTurkey possess one of the most vibrant educational systems in the World. This study specifically aims at revealing Turkish school principals’ perceptions about the large-scale changes imposed by the Ministry of Education and the strategies they follow for coping with these changes. The study was designed as a generic qualitative study. Twenty principals from different schools at different levels were identified through snowball sampling and semi-structured interviews were conducted with each of them. The decoupling between change interventions and the needed change, inappropriate change implementation process, the passive role of the school principals in the design phase of change interventions are some of the major challenges that school principals encounter. The passivity of the principals during design phase put them into a state of reluctant activeness to find out resources, create readiness and adopt a mediating role between top authority and the teachers in order to implement the imposed changes.

A COMPARISON OF VOCABULARY LEARNING STRATEGIES OF HIGH SCHOOL AND UNIVERSITY STUDENTS

The present study investigates the most frequently used vocabulary learning strategies by high school students in a Turkish state high school and university students in a Turkish state university and whether there is a difference between these two groups in terms of vocabulary learning strategies and usage. 50 participants from the state high school and 55 participants from the state university participated in the study. The questionnaire by Doczi (2011) was revised and applied. The results of the quantitative data analysis show that the most frequently used vocabulary learning strategy was using English-Turkish dictionary and there is a significant difference between the two groups in terms of using three of the strategies in the questionnaire. Article visualizations:

TEACHING SYRIAN STUDENTS IN TURKISH SCHOOLS: EXPERIENCES OF TEACHERS

The Syrian civil war has resulted in approximately three and a half million Syrians relocating in Turkey. In 2016, the Ministry of Education implemented an inclusive approach to schooling of Syrian asylum-seekers’ children by educating them in public schools with their Turkish peers. This was intended as a means to address their educational needs, assist them with integration into Turkish culture, and prevent a generation gap. Public schooling, as a basic human right and as a way of integration to Turkish society, is provided for free at all levels of education in Turkey. The inclusion of Syrian students into the Turkish school environment is a new experience for Turkish teachers, and if the inclusion process is not managed properly, the consequences can have negative effects on both students and their teachers. The purpose of this phenomenological study was to explore the experiences of teachers teaching Syrian students in the city of Kilis, where the number of asylum-seekers outnumbered its original population and almost one-fifth of the students in public schools are Syrians. The guiding question of this research was “What are the lived experiences of primary and middle school teachers educating Syrian children in inclusive classrooms?” Five teachers from four different primary and middle schools were interviewed. The six open-ended interview questions allowed the participants to reflect on their experiences. The data were collected during the spring semester of 2017. The interviews were analyzed according to thematic methods. Three themes emerged: Language barriers, lack of family support, and teachers’ lack of pedagogical skills for teaching asylum-seeker students. DOI: https://doi.org/10.2478/sm-2018-0019

Teaching Syrian Students in Turkish Schools: Experiences of Teachers

Summary The Syrian civil war affected Turkey so much that approximately three and a half million Syrians live in Turkey. Ministry of Education implemented an inclusive approach to schooling of Syrian asylum-seekers’ children by educating them in public schools with their Turkish peers in the same classrooms in 2016 in order to address their educational needs, integration into the Turkish culture, and to prevent generation gap. Education, as a basic human right and as a way of integration into the Turkish society, is provided for free at all levels of education in Turkey. The inclusion of Syrian students in the Turkish school environment is quite a new experience for Turkish teachers and if the inclusion process is not managed properly, it may have negative effects on both students and their teachers. The purpose of this phenomenological study was to explore the experiences of teachers teaching Syrian students in the city of Kilis, where the number of asylum-seekers outnumbered the local population and almost one-fifth of the students in public schools are Syrians. The guiding question of this research was “What are the lived experiences of primary and middle school teachers educating Syrian children in culturally inclusive classrooms?” Five teachers from four different primary and middle schools were interviewed. The six open-ended interview questions allowed the participants to reflect on their experiences. The data were collected during the spring semester of 2017. The interviews were analyzed according to thematic methods. Three themes emerged: language barrier, lack of family support, and teachers’ lack of pedagogical skills to teach asylum-seeker students.

Preschoolers’ and first graders’ reasons for liking or avoiding school

ABSTRACTThis qualitative study examined 287 Turkish children's school experiences and sought to connect such experiences to their overall feelings about school. A semi-structured interview protocol derived from Ladd, Kochenderfer, and Coleman’s [1996. “Friendship Quality as a Predictor of Children’s Early School Adjustment.” Child Development 67 (3): 1103–1118] School Liking and Avoidance Questionnaire was used to collect data from the participants, who comprised 141 preschoolers and 146 first graders. Most members of both groups stated that school was fun, that they were happy when they were there, and that they felt happy about going to school in the morning. Most preschoolers and first graders also said that school did not make them feel like crying, and that they did not wish they could stay home from school or go somewhere else. However, slightly more than half the respondents stated that they felt happier when it was time to go home from school. Preschoolers tended to emphasise positive features of school such as toys, whereas first graders were more likely to talk about learning new things, and their in-school friendships.

The Effect of Motivational Language on School Culture and Work-Related Quality of Life in Turkish School Settings

The relationship between motivational language, school culture and work-related life quality was researched by structural equation modeling (SEM) in this study. The population of the research was composed of 378 school teachers teaching at different schools of in Manisa province of Turkey. The volunteer teachers were selected using convenience sampling method. A qualitative design of correlational research model was employed. The correlations among the variables, and the research questions were tested employing SEM. We offered three models. The first model was not verified but the second and the third models were verified according to the data obtained from the survey. As a result of the research, the motivational language (ML) did not have a correlation with school culture (SC) and work-related life quality (WRQoL) in model 1. WRQoL did not show a correlation with ML but it had a relationship with SC in the model 2. SC showed a good correlation with work-related life quality but it did not show a relation with ML in model 3.

Shyness and peer interactions in non-social play behaviours among Turkish and American preschool-aged children

ABSTRACT This research aims to examine the predictive effect of gender, culture, and shyness on reticence and solitary play behaviour. Fifty children at two U.S. nursery schools and 55 children at a Turkish nursery school were included in the study, with a total of 105 children aged 36–72 months (61 boys, 44 girls). Parent questionnaires were used to assess children temperament, teacher questionnaires to measure playing behaviour and peer relationships, and observations from trained observers to evaluate play behaviour. As data collection tools, the parent form was used to measure the temperament characteristics, the teacher form was used to measure playing behaviour and maladjustment, and observation form was used to evaluate play behaviour. The results showed that in both cultures, shyness was related to asocial behaviour, social withdrawal, reticence, and solitary play. It was also found that culture and gender play an important role in shyness and help in the understanding of reticence and solitary play in preschool-age children.

“It’s another world”: the case of pupils’ transition to a Turkish residential high school

“It’s another world”: the case of pupils’ transition to a Turkish residential high school

Sociodemographic risk factors for febrile seizures: A school-based study from Izmir, Turkey

PurposeDespite the fact that socioeconomic and environmental factors of a population are changing over time, there are few studies focusing on the effects of sociodemographic factors on the prevalence of febrile seizures (FS). This study was designed to find out the prevalence of FS and to investigate the effect of socio-cultural and economic factors on this prevalence among the Turkish school children. MethodsA school-based, cross-sectional study was conducted in first and second-class children. Data were collected through a questionnaire from the parents who agreed to be involved in the study. The survey had questions about some socioeconomic and demographic features of the children and febrile seizure episodes. Results3806 children and parent pairs accepted to participate in the survey. Febrile seizure prevalence was 4.8%. It was found that the prevalence of FS was significantly associated with the chronic illnesses of a child that requires continuous medication, developmental delay of a child, NICU history, gestational hypertension history of a mother, and lower educational level of a mother. Recurrence of FS was observed in 32.9% of children. Children whose first FS was seen below the 39 °C had 1.9 times more recurrence risk. ConclusionFS prevalence rate has declined from 9.7% to 4.3% in our study population within ten years. It was thought that advancing healthcare systems in our country might be decreased the prevalence. Our study enabled us to find out sociodemographic risk factors of FS, but further studies are needed in order to confirm the effect of sociodemographic factors on FS prevalence.

Confidentiality of Adolescent Risk-Taking Behaviors: A Survey of Turkish School Counselors

The present study investigated school counselors’ ratings of the importance of factors in deciding to report adolescent risk-taking behaviors to parents. Turkish school counselors (N = 346) were surveyed. Differences based on gender, years of experience, level of education, attendance of a counseling ethics course, and geographic region were investigated. Mann-Whitney U and Kruskal Wallis tests were used in data analysis. Protecting the student was the highest rated factor. Women and those who took an ethics course rated protecting the student higher than others. Implications for counseling ethics training are discussed, and recommendations for future research are outlined.

Menstrual Characteristics and Related Problems in 9- to 18-Year-Old Turkish School Girls.

To determine the cross-sectional characteristics of menstruating girls, dysmenorrhea, and the frequencies of related problems. Descriptive, cross-sectional study. Randomly selected primary, junior, and high schools in the city center of Kayseri. Two thousand female adolescents of ages between 9 and 18years. We used a questionnaire addressing the epidemiological characteristics of menstruation, such as age at menarche, duration of menstrual intervals, average days of bleeding, and any menstrual problems and their frequencies. This study consists of a sufficient number of participants from all age groups. Of the participant (n=2000) girls, 63.7% (n=1274) had started menstruating. The mean age at menarche was 12.74 (±1.03) years. With a prevalence of 84.8% (n=1080), dysmenorrhea was the most prevalent menstrual problem and the average pain score was 5.87 (±2.45). Of the menstruating girls, 34% (n=439) used painkillers, the most commonly used was acetaminophen; during their period the prevalence of nonmedical methods to relieve pain was 35.2%; the rate of seeking medical help for dysmenorrhea was 9.3% (n=119). In menstruating participants, 90.8% discussed their menstrual problems with their mothers. The rate of school absenteeism in menstruating girls was 15.9% in general and 18% in those with dysmenorrhea. Problems related to menstruation are common in adolescents and these problems affect their social life. In adolescent girls, the most common menstrual problem is dysmenorrhea and it affects school performance and attendance. Girls with menstrual problems showed a low rate of seeking medical help.

Career construction materials: the story of a career development curriculum in a Turkish school

ABSTRACTThe arrival of life design and in its advance challenged the field to refocus toward a more useful understanding of the lifelong process of career development including neglected areas within the field such as career development during childhood. Reviews of the literature reflect an ongoing neglect of the stage of childhood in this lifelong process. However, progress has been made and duly noted. The present article responds to both previous calls from the literature as well as this special issue in providing an example of a career development curriculum developed for and within a Turkish elementary school.

Comparing peer-led and adult-led education to promote a healthy diet among Turkish school children

Comparing peer-led and adult-led education to promote a healthy diet among Turkish school children

Visual arts education provisions for primary schools in Turkey

ABSTRACTThis article examines the history of art education in Turkey. Since the beginning, the purposes of the arts and art education have been a point of discussion by various authorities. Whether art education should be taught, and how it needs to be taught, have been at the forefront of educationalists' minds. As a result, introducing certain models of art education has been a challenge. The objective of this article is to present the changes in art education since the 19th century in Turkey. The main focus is on art education practices and policies and an overview of key events in Turkey's history of art education. The article also presents issues related to the importance of visual arts education in Turkish primary school settings. In so doing, this research aims to show readers how past developments helped to create the current visual art education policy in Turkey.

Turkish and Ethiopian Teachers' Views about Students' Undesirable Behaviours in the Classroom and the Techniques They Use to Cope up With: A Case Study.

The overall purpose of this study was to identify teachers’ views about types and causes of students’ undesirable behaviours and the techniques they use to cope up with. This study is qualitative in nature, and in the pattern of a holistic multiple case study. To identify the schools, the researchers used convenience sampling technique. The work group was determined using maximum variable sampling. As a result, the working group consisted of four participants from Turkish school and four from Ethiopian school. The data were collected be a semi-structured questionnaire interviewing the participants face to face. The data were analysed by the help of computer program called Nvivo using content analysis technique. The observed behaviours common to both schools were being late, cheating, not doing the given tasks, talking without permission during the lesson, hyperactivity and lack of attention, complaining about their teacher to family, not paying attention to personal hygiene and being rude. On the other hand, In Ethiopia, attaching nickname to friends, picking up and leaving the class in the middle of lesson, eating and drinking at the wrong time, insulting and not sitting properly; in Turkey producing a variety of excuses and complaints, silence, selfishness, naughtiness, swearing, lack of interest in cultural activities and theatre play, smoking cigarettes secretly were undesirable behaviours determined peculiar to each culture. A close, positive and supportive relationship between all school stakeholders is essential for developing a mutual relationship of respect and for managing undesirable behaviours successfully. Article visualizations:

Longitudinal relations among parenting daily hassles, child rearing, and prosocial and aggressive behaviors in Turkish children

AbstractThe present study was designed to examine the longitudinal relations between parenting daily hassles and young children's later prosocial and aggressive behaviors, as well as the mediating role of parenting practices in a non‐Western society. The final sample was 159 middle class Turkish school age children (45.3% girls, Mage= 84.69 months, 76.9% from public school, 23.1% from private school in Bolu, Ankara, and İstanbul) and their mothers. Overall, we found longitudinal evidence that parenting daily hassles, warmth, and physical punishment were significantly and differentially associated with children's prosocial and aggressive behaviors 3 years later. The present findings extend our understanding of the interplay of parenting and stress in predicting children's prosocial and aggressive development in a non‐Western culture.

Introducing a performance-based objective clinical examination into the pharmacy curriculum for students of Northern Cyprus

Purpose : To describe how a formative Objective Structured Clinical Examination was applied to fourth year pharmacy students at a university in Northern Cyprus. Methods : A blueprint-guided performance-based objective clinical examination was implemented. Group-prepared case scenarios based on course objectives were used to develop 12 exam stations. Scenarios were discussed in common training sessions for both assessors (faculty members) and senior students (standardized patients). Pilot testing of all stations was carried out on the day of the examination. Competencies tested included medical history taking, pharmacotherapeutic knowledge application, systemic client assessment, evidence-based drug information (DI) manipulation, drug related problems (DRP) management, patient counseling and communication skills. Results : The exam revealed that students were better in performing patient counseling (4.4 ± 0.23) and identification/resolution of DRPs (3.68 ± 0.18) than in DI tasks (2.00 ± 0.21) (p < 0.05). The students’ perceptions were positive with no significant differences in their average general performance compared to a written exam that had been previously carried out (p = 1.0). Conclusion : The evaluation revealed that undergraduate pharmacy students in a Turkish school of pharmacy were better in performing patient counseling and identification/ resolution of DRPs than in drug information manipulation tasks. Student satisfaction with OSCEs was higher compared to the written examination. The design and implementation of the formative assessment was successful with minimum cost, using only the existing available space and personnel. Keywords : Objective structured clinical examination, Formative assessment, Pharmacy students assessment, Competency, Examination

Determining the relation between the internet addiction in Turkish secondary school students and the perceived family support

ObjectivesThe purpose of this study is to determine the relation between the internet addiction levels of secondary school students and the perceived family support.MethodsThe study was conducted in the cross-sectional and descriptive design, and the data were collected from 3391 students who were studying at 5th and 7th grades at 23 secondary schools in the city of Burdur and its central villages. The Personal Information Form, the Internet Addiction Scale, and the Social Support Received from the Family Scale were used to collect the data. The data were collected between the dates 15.11.2013 and 15.01.2014. After the necessary explanations were made to the students, the informed consent form were sent to their parents/legal guardians, and the students who returned these forms were included in the study. The numbers, percentages, average values, and standard deviation, which are among the descriptive statistical methods, were used in evaluating the data. The Pearson correlation and regression analysis were applied between the continuous variables of the study.ResultsIt was observed in the study that 4.6% of the students had internet addiction at pathological level. The factors that influenced the internet addiction were determined as the social support received from the family, being male, low school success, weekly allowance being high, studying at senior grades, and going online frequently.ConclusionsWhen the study results are analyzed it is observed that the internet addiction in secondary school students in our country is at a rate that has to be taken seriously.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Education under the shadow of politics: school buildings in Cyprus during the British colonial period

This paper examines how politics have shaped Turkish Cypriot educational institutions and school buildings in Cyprus, focusing on the British colonial period (1878–1960). Unlike other British colonies, Cyprus enjoyed considerable autonomy on educational matters in the early decades of British occupation. During this period education, which was segregated, played a pivotal role in cultivating national aspirations of the two major ethnic populations on the island. The two decades following the 1931 revolt against the colonial regime was a period in which the British took serious measures in matters relating not only to education but also to school architecture. Atatürk’s reforms in creating a new modern Turkish society, on the other hand, evoked Turkish Cypriot ethnic nationalism. Without having the tension of the ideals of nationalism and modernism Turkey had to pacify, Turkish Cypriots embraced the modern as necessarily national and built their schools during and after the 1950s in a modern style.