Vol. 8 No. 54 (2020)

Research Article

Where and by Whom Do Syrian Refugee Students Sit in the Classroom in Primary School?

Published 2020-11-30

Cilt 8 Sayı 54 kapak

Abstract

This study was conducted to determine where and by whom Syrian refugee students sit in the classroom at primary school. Survey method was used in the study. The data were obtained using the structured observation form. The population of the study consists of public primary schools in the districts of Esenler, Zeytinburnu, and Güngören of Istanbul province. Six primary schools selected from this population using the random cluster sampling method constituted the sample of the study. According to the results of the research, 49.4 of the Syrian refugee students sit on the desks at the back and 52.3% sit on the desks next to the wall. According to these results, Syrian refugee students are usually densely seated in less desirable areas, not all over the classroom. In the study, it was observed that 24.4% of the Syrian refugee students sit on the same desk with a Turkish student. The rate of seating with Turkish students increases in desks back lines of the classroom and near the wall. According to the results of the study, Syrian refugee students sit in the classroom either with another Syrian refugee student or with students who generally exhibit undesirable behaviour or who are less academically successful.

Keywords Refugee students, classroom seating arrangement, classroom seating arrangement of refugee students

Öz

Suriyeli Mülteci Öğrenciler İlkokulda Sınıfta Nerede ve Kimlerle Oturuyor?

Bu araştırma ilkokulda Suriyeli sığınmacı öğrencilerin sınıfta nereye ve kiminle oturduklarının tespiti amacıyla yapılmıştır. Araştırmada survey yöntemi kullanılmıştır. Veriler yapılandırılmış gözlem formu kullanılarak elde edilmiştir. Araştırmanın evrenini, İstanbul ili Esenler, Zeytinburnu ve Güngören ilçelerinde bulunan devlet ilkokulları oluşturmaktadır. Bu evrenden rastgele küme örnekleme yöntemi kullanılarak seçilen altı ilkokul ise araştırmanın örneklemini oluşturmuştur. Araştırma sonuçlarına göre Suriyeli sığınmacı öğrencilerin 49.4’ü en arkada bulunan sıralara; %52.3’ü duvar yanındaki sıralara oturmaktadır. Bu sonuçlara göre Suriyeli sığınmacı öğrenciler sınıfın her tarafına değil genellikle daha az istenen bölgelerde yoğun şekilde oturtulmaktadır. Araştırmada Suriyeli sığınmacı öğrencilerin % 24.4’ünün bir Türk öğrenciyle aynı sırada oturduğu görülmüştür. Türk öğrencilerle beraber oturma oranı sınıfın arkasındaki ve duvar kenarındaki sıralarda artmaktadır. Araştırma sonuçlarına göre Suriyeli sığınmacı öğrenciler sınıfta ya başka bir Suriyeli sığınmacı öğrenci ile ya da genellikle istenmeyen davranışlar sergileyen veya akademik olarak daha az başarılı öğrencilerle birlikte oturmaktadır.

Anahtar Kelimeler Sığınmacı öğrenciler, sınıf oturma düzeni, sığınmacı öğrencilerin sınıfta oturma düzeni

PDF (Turkish)

References

  1. Atwell, R., Gifford, S., and Mc-Donald-Wilmseti, B. Resettled Refugee Families and Their Children’s Futures: Coherence, Hope and Support. Journal of Comparative Family Studies 40 (5), 677-697, 2009. DOI: https://doi.org/10.3138/jcfs.40.5.677
  2. Benedict M. E. and Hoag, J. Seating Location in Large Lectures: Are Seating Preferences Or Location Related To Course Performance? Journal of Economy Education 35, 215-23, 2004. DOI: https://doi.org/10.3200/JECE.35.3.215-231
  3. Berg, Y. M., Segers, E. and Cillessen, A. H. N. Changing Peer Perception Andvictimization Through Classroom Arrangements: A Field Experiment. Published Online: Springer, 2011.
  4. Betancourt, T. S., Frounfelker, R., Mishra, T., Hussein, A. and Falzarano, R. Addressing Health Disparities in The Mental Health of Refugee Children and Adolescents Through Community-Based Participatory Research: A Study in 2 Communities. American Journal of Public Health 105 (3), 475-482, 2015. DOI: https://doi.org/10.2105/AJPH.2014.302504
  5. Burda, J. M. and Brooks, C. I. College Classroom Seating Position and Changes in Achievement Motivation over A Semester. Psychological Report 78, 331-336, 1996. DOI: https://doi.org/10.2466/pr0.1996.78.1.331
  6. Buz, S. Aile Politikalarına Mülteciler Boyutunda Bir Bakış. (An Overview of Family Policies in the Dimension of Refugees.) Aile Ve Toplum Eğitim Kültür Ve Araştırma Dergisi 2 (6), 55-61, 2003.
  7. Cassity, E. and Gow, G. Making Up For Lost Time: The Experiences of Southern Sudanese Young Refugees in High Schools. Youth Studies Australia 24 (3), 51–5, 2005.
  8. Cobb-Clark, D., Sinning, M. and Stillman, S. Migrant Youth’s Educational Achievement: The Role of Institutions. The Annals of the American Academy of Political and Social Science, 643 (1), 18-45, 2012. DOI: https://doi.org/10.1177/0002716212440786
  9. Dalhouse, D. W. and Dalhouse, A. D. When Two Elephants Fight the Grass Suffers: Parents and Teachers Working Together to Support the Literacy Development of Sudanese Youth. Teaching and Teacher Education 25 (2), 328-335, 2009. DOI: https://doi.org/10.1016/j.tate.2008.07.014
  10. De Jong, G. F. Expectations, Gender and Norms in Migration Decision-Making. Population Studies 54, 307-319, 2000. DOI: https://doi.org/10.1080/713779089
  11. Derezotes, D. S. Advanced Generalist Social Work Practice. London: Sage Publications, 2000. DOI: https://doi.org/10.4135/9781452231907
  12. Docquier, F. and Rapoport, H. Skilled Migration: The Perspective of Developing Countries. Policy Research Paper. Washington DC.: The World Bank, 2004. DOI: https://doi.org/10.1596/1813-9450-3382
  13. Doğutaş, A. 2016. Tackling with Refugee Children’s Problems in Turkish Schools. Journal of Education and Training Studies 4 (8), 1-8. DOI: https://doi.org/10.11114/jets.v4i8.1524
  14. Dryden-Peterson S. Refugee Education: A Global Review. Geneva: UNHCR, 2011.
  15. Ferfolja, T., Mccarthy, F., Naidoo, L., Vickers, M. and Hawker, A. Refugee Action Support (Ras) Program. A Collaborative Initiative between The University of Western Sydney, The Australian Numeracy and Literacy Foundation and The NSW Department of Education and Training: Final Report. Sydney: University of Western Sydney, 2009.
  16. Fisher, K. Building Better Outcomes: The Impact of School Infrastructure on Student Outcomes and Behavior. Schooling Issues Digest. https://Files.Eric.Ed.Gov/Fulltext/ED455672.Pdf (30.08. 2019), 2001.
  17. Gahungu A, Gahungu O. and Luseno F. Educating Culturally Displaced Students with Truncated Formal Education (CDS-TFE): The Case of Refugee Students and Challenges for Administration, Teachers, and Counselors. International Journal of Educational Leadership Preparation, 6 (2), 1-19, 2011.
  18. Gürsoy, F., Aydoğdu, F. and Aysu, B. Göçmen Çocukların Kaygı Düzeylerinin Karşılaştırılmalı Incelenmesi. (A Comparative Analysis of Anxiety Levels of Immigrant Children.) Journal of Research in Education and Teaching 6 (3), 113-127, 2017.
  19. Harushimana, I., Ikpeze, C., and Mthethwa-Sommers, S. (Eds.). Reprocessing Race, Language and Ability: African-Born Educators and Students in Transnational America. New York: Peter Lang, 2013.
  20. He, M. F., Phillion, J., Chan, E., and Xu, S. J. Immigrant Students’ Experience of Curriculum. in F. M. Connelly, M. F. He, and J. Phillion (Eds.), Handbook of Curriculum and Instruction (Pp. 219–239). Thousand Oaks, CA: Sage, 2008. DOI: https://doi.org/10.4135/9781412976572.n11
  21. Hill, M. C and Epps, K. K. The Impact of Physical Classroom Environment on Student satisfaction and Student Evaluation of Teaching in the University Environment. Academic Education Leadership Journal, 14, 65-79, 2010.
  22. https://www.goc.gov.tr/gecici-koruma5638 [08.10.2020].
  23. Igoa, C. The Inner World of The Immigrant Child. New York, NY: Routledge, 2013. DOI: https://doi.org/10.4324/9780203820681
  24. Işık Ercan Z. In Pursuit of A New Perspective in The Education of Children of The Refugees: Advocacy for the Family. Educational Sciences: Theory and Practice, 12, 3025- 3038, 2012.
  25. Içduygu, A. Türkiye’de Düzensiz Göç. (Irregular Migration in Turkey.) Ankara: Uluslararası Göç Örgütü Yayınları. (International Organization for Migration Publications.), 2012.
  26. Ihtiyar, B. Suriyeli Çocuk Göçmenlerin Anaakım Medyadaki Temsili (Representation of Syrian Child Migrants in Mainstream Media) (Unpublished Master's Thesis). Istanbul: Marmara University, Social Sciences Institute, 2017.
  27. Kara, P. and Korkut, R. Türkiye’de Göç, Iltica Ve Mülteciler. (Migration in Turkey, Asylum and Refugees). Türk Idare Dergisi 467, 153-162, 2010.
  28. Kartal, B. and Başçı, E. Türkiye’ye Yönelik Mülteci Ve Sığınmacı Hareketleri. (Movements towards Asylum Seekers and Refugees in Turkey.) CBU Sosyal Bilimler Dergisi, 12 (2), 275-299, 2014. DOI: https://doi.org/10.18026/cbusos.42910
  29. Kiang, L. and Supple, A. J. Theoretical Perspectives On Asian American Youth and Families in Rural and New Immigrant Destinations. in L. J. Crockett and G. Carlo (Eds.), Rural Ethnic Minority Youth and Families in The United States (Pp. 71-88). New York, NY: Springer International Publishing, 2016. DOI: https://doi.org/10.1007/978-3-319-20976-0_5
  30. Miller, J., Mitchell, J., and J. Brown. African Refugees With Interrupted Schooling in The High School Mainstream: Dilemmas For Teachers. Prospect 20 (2), 19–33, 2005.
  31. Mosselson, J. Roots and Routes: A Re-Imagining of Refugee Identity Constructions and The Implications For Schooling. Current Issues in Comparative Education 9 (1), 20-29, 2006. DOI: https://doi.org/10.52214/cice.v9i1.11411
  32. Naidoo, L. What Works? AA Program of Best Practice For Supporting The Literacy Needs of Refugee High School Students. Literacy Learning: The Middle Years 19 (1), 29– 38, 2011.
  33. Nelson, M. F. A Qualitative Study of Effective School Discipline Practices: Perceptions of Administrators, Tenured Teachers, and Parents in Twenty Schools. (Unpublished Phd Thesis) Tennessee: East Tennessee State University, 2002.
  34. Ngware, M.W, Ciera, J., Musyoka, P. K. and Oketch, M. 2013. The Influence of Classroom Seating Position On Student Learning Gains in Primary Schools in Kenya. Creative Education 4 (11), 705- 712. DOI: https://doi.org/10.4236/ce.2013.411100
  35. Patton, M. Q. Qualitative Research and Evaluation SAGE Publications, (3rd Ed.), Thousand Oaks: SAGE, 2002.
  36. Perkins K. K. and Wieman C. The Surprising Impact of Seat Location On Student Performance. The Physics Teachear 43, 30-33, 2005. DOI: https://doi.org/10.1119/1.1845987
  37. Rousseau, C. and J. Guzder. School-Based Prevention Programs For Refugee Children Child and Adolescent Psychiatric Clinics of North America 17 (3), 533–549, 2008. DOI: https://doi.org/10.1016/j.chc.2008.02.002
  38. Roxas, K. Who Really Wants The Tired, The Poor, and The Huddled Masses Anyway?: Teachers’ Use of Cultural Scripts With Refugee Students in Public Schools. Multicultural Perspectives 12 (2), 65-73, 2010. DOI: https://doi.org/10.1080/15210960.2010.481180
  39. Rutter, J. Refugee Children in The UK. Maidenhead: Open University Press, 2006.
  40. Seydi, A. R. Turkiye’nin Suriyeli Sığınmacıların Eğitim Sorununun Çözümüne Yönelik Izlediği Politikalar. (Syrian Refugees in Turkey Watch Towards the Solution of the Problem of Education Policies). SDU Faculty of Arts and Sciences Journal of Social Sciences, 31, 267-305, 2014.
  41. Schneeweis, N. Educational Institutions and The Integration of Migrants. Journal of Population Economics, 24 (4), 1281–1308, 2011. DOI: https://doi.org/10.1007/s00148-009-0271-6
  42. Tagliacollo, V. A., Volpato, G. L. and Junior, A. P. Association of Student Position in Classroom and School Performance. Educational Research, 1 (6), 198-201, 2010.
  43. Tanner, C. K. Effects of School Design On Student Outcomes. Journal of Education Administration, 47, 381-400, 2009. DOI: https://doi.org/10.1108/09578230910955809
  44. Taylor, S. C. and Sidhu, R. K. Supporting Refugee Students in Schools: What Constitutes Inclusive Education? International Journal of Inclusive Education 16 (1), 39-56, 2012. DOI: https://doi.org/10.1080/13603110903560085
  45. Topcuoğlu, R. A. Türkiye’de Göçmen Çocukların Profili. (Profile of Immigrant Children in Turkey. Ankara: Sosyal Politika Ve Sosyal Hizmet Önerileri Hızlı Değerlendirme Araştırması, 2012.
  46. Tüzün, I. Türkiye’de Mülteci Çocukların Eğitim Hakkını Ve Karşılıklı Uyumu Destekleyen Yaklaşımlar Raporu. (Refugee Children's Right to Education and Mutual Harmonization of Approaches Supporting Reports in Turkey.) Istanbul: Friedrich Naumann Vakfı. 2017.
  47. Unline, C. L, Wolsey, T. D., Tschannen-Moran, M. and Lin, C. Improving The Physical and Social Environment of School: A Quest of Equality. Journal of School Leadership 20, 597-632, 2010. DOI: https://doi.org/10.1177/105268461002000504
  48. United Nations High Commission For Refugees (UNHCR). 2010 Education CNA in Urban Areas. Geneva: UNHCR. 2010.
  49. Yavuz Ö. and Mızrak, S. Acil Durumlarda Okul Çağındaki Çocukların Eğitimi: Türkiye’deki Suriyeli Mülteciler Örneği. (Education in School Age Children in Emergencies: The Case of Syrian refugees in Turkey.) Göç Dergisi, 3 (2), 175-199, 2016. DOI: https://doi.org/10.33182/gd.v3i2.578