Atıf Sayısı
9
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42
İndirme
14
Bu araştırmanın amacı, geçici koruma statüsündeki öğrencilerin eğitim-öğretim hizmetlerinden yararlanma durumlarının incelenmesidir. Araştırmada geçici koruma statüsündeki öğrencilerin eğitim-öğretim faaliyetlerine etkileri, sunulan destekler, yaşanan sorunlar, etkili uygulamalar ve beklentiler ortaya çıkarılmaya çalışılmıştır. Araştırmada okul yöneticileri, öğretmenler ve öğrenci velileri katılımcı olarak yer almaktadır. Çalışma grubu 32 katılımcıdan oluşmaktadır. Nitel yöntemler kullanılarak gerçekleştirilen araştırmada yarı yapılandırılmış görüşme formları kullanılmış, elde edilen veriler içerik analizi ve betimsel analiz yöntemleriyle analiz edilmiştir. Araştırmanın bulguları arasında, kültürlerarası etkileşim ile toplumsal norm ve değerlerin öğrenimi gibi olumlu etkiler; kültür farklılıkları, çatışma, iletişim problemleri ve gruplaşma gibi olumsuz etkiler öne çıkmaktadır. Akademik destek, sosyal destek, dil desteği, maddi destek, aile desteği, psikolojik destek, mentör desteğiyle ilgili görüşler ifade edilmiştir. Dil sorunu, çatışma, hazırbulunuşluk, belirsizlik ve dışlanma sorunlarının yaşandığı ortaya çıkmıştır. Eşit katılım ve karma sınıflar gibi etkili uygulamalar dile getirilmiştir. Dil desteği, nitelikli eğitim, kaynaşma, belirsizlik, sosyopsikolojik destek ve temel eğitim yönünde beklentilerin olduğu belirlenmiştir. Bu bulgular ışığında birtakım öneriler geliştirilmiştir.
The purpose of this research is to study the conditions in which students in the status of temporary protection benefit from educational and educational services. The study has sought to identify the effects on the educational activities of students in the status of temporary protection, the support offered, the problems experienced, effective practices and expectations. The study includes school managers, teachers and student guardians as participants. The work group consists of 32 participants. In research conducted using qualitative methods, semi-configured conversation forms were used, the obtained data was analyzed with content analysis and visual analysis methods. The findings of the study include positive effects such as intercultural interaction and learning of social norms and values; negative effects such as cultural differences, conflicts, communication problems and grouping. Opinions on academic support, social support, language support, financial support, family support, psychological support, mentor support have been expressed. The problem of language, conflict, preparation, uncertainty and exclusion problems have been revealed. Effective practices such as equal participation and karma classes have been expressed. Language support, qualified education, cohesion, uncertainty, socio-psychological support and basic education have been determined with expectations. In light of these findings, a number of recommendations have been developed.
The main purpose of this study is to investigate the students', who are under temporary protection status as a disadvantaged group, benefiting situation from educational services. The participants of this study are school administrators, teachers and parents of the students who are under temporary protection status. There are 32 participants in the research. The research data were collected by using qualitative methods. The data of this research were collected through interviews. Semi-structured interview approach was preferred in the study. The research data were analyzed by content analysis and descriptive analysis methods. Regarding the effects of students, who are under temporary protection status, on educational activities the themes of intercultural interaction, learning social norms and values, communication problems, conflict, grouping and cultural differences were formed. When it comes to supports provide for students who are under temporary protection status, the themes of academic support, social support, language support, financial support, family support, psychological support and mentor support have emerged. The themes of language problem, conflict, readiness, uncertainty and exclusion have emerged in relation to the problems experienced in schools where students who are under temporary protection status studying at. Within the scope of effective educational practices, themes of equal participation and mixed classes have been emerged in order to support disadvantaged students in terms of educational services. Regarding the expectations of stakeholders from scholl and educatinoal services, the themes of language support, qualified education, integration, elimination of uncertainty, social and psychological support and basic education were formed. In the light of these findings, some recommendations have been proposed.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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