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Yıl 2022, Cilt: 7 Sayı: 4, 345 - 354, 06.10.2022

Özlem Yüksek Telsaç Cüneyt Telsaç Savaş Karagöz

https://doi.org/10.24331/ijere.1161837

Öz

Kaynakça

  • Atmaca, Y. (2020). Esenyurt ve Göç Yönetimi Politikaları Üzerine Bir İnceleme, (Ed. V. Yılmaz ve Y. Atmaca), Türkiye’de Göçün Kentler Üzerindeki Etkileri ve Yönetimi, Ekin Yayınevi. Aydeniz, S., & Sarıkaya, B. (2021). Göçmen Çocukların Eğitiminde Yaşanan Sorunlar ve Çözüm Önerilerine İlişkin Öğretmen Görüşleri. Milli Eğitim Dergisi, 50(1), 385-404.
  • Berry, J. W., & Sabatier, C. (2011). The Acculturation And Adaptation Of Second-Generation İmmigrant Youth in Toronto and Montreal. Immigrant Children: Change, Adaptation, And Cultural Transformation, 125-148.
  • Black, R., Adger W. N., Arnell, N. W., Dercon, S., Geddes A. ve Thomas, D. (2011). The effect of environmental change on human migration. Global Environmental Change, (Ed. Richard Black, Nigel Arnell, Stefan Dercon) 21(1), 3-11. https://doi.org/10.1016/ j. gloenvcha.2011.10.001 Bourgonje, P. (2010). Education For Refugee And Asylum Seeking Children in OECD Countries. Education International, 50, 1-12.
  • Bozan, İ., Kaştan, Y . (2018). Göç Yaşamış Öğrencilerin Karşılaştıkları Sorunlara İlişkin Görüşleri: Bir Durum Çalışması. Uluslararası Sosyal ve Eğitim Bilimleri Dergisi, 5 (10), 225-248. DOI: 10.20860/ijoses.447898
  • Börü, N., & Boyacı, A. (2016). Göçmen Öğrencilerin Eğitim-Öğretim Ortamlarında Karşılaştıkları Sorunlar: Eskişehir İli Örneği. Electronic Turkish Studies, 11(14).
  • Castles, S. (2003). Towards a Sociology of Forced Migration and Social Transformation, Published in Sociology, 77(1), 13-34.
  • Cerna, L. (2019). Refugee education: Integration Models and Practices in OECD Countries. OECD Education Working Paper No. 203
  • Chuang, S. S., Rasmi, S., & Friesen, C. (2011). Service Providers’ Perspectives On The Pathways Of Adjustment For Newcomer Children And Youth İn Canada. Immigrant Children: Change, Adaptation, And Cultural Transformation, 149-170.
  • Dryden-Peterson, S. (2017). Refugee Education: Education For An Unknowable Future. Curriculum Inquiry, 47(1), 14-24. EASO Sığınma Raporu (2021). Avrupa Birliğinde Sığınma Durumuna İlişkin Yıllık Rapor https://euaa.europa.eu/sites/default/files/EASO-Asylum-Report-2021-Executive-Summary_TR.pdf
  • Este, D., & Ngo, H. V. (2011). A Resilience Framework To Examine Immigrant And Refugee Children And Youth İn Canada. Immigrant Children: Change, Adaptation and Cultural Transformation, pp. 27-50.
  • İçişleri Bakanlığı Göç İdaresi Genel Müdürlüğü. (2016). Türkiye Göç Raporu. https://www.goc.gov.tr/kurumlar/goc.gov.tr/YillikGocRaporlari/2016_yiik_goc_raporu_haziran.pdf E.T: 13.03.2022
  • Karakuş, E. (2006). Göç Olgusu ve Eğitime Olumsuz Etkileri (Sultanbeyli örneği). Yayımlanmamış Yüksek Lisans Tezi, Sakarya Üniversitesi Sosyal Bilimler Enstitüsü, Sakarya.
  • Kovinthan, T. (2016). Learning and Teaching With Loss: Meeting the Needs Of Refugee Children Through Narrative Inquiry. Diaspora, Indigenous, and Minority Education, 10(3), 141-155.
  • Luther, K., Coltrane, S., Parke, R. D., Cookston, J., & Adams, M. (2011). Youth Risk Behavior Among Mexican-Origin Adolescents: Cross Generational Differences. Immigrant Children: Change, Adaptation, And Cultural Transformation, 99-124.
  • Nar, B. (2008). Göçün Eğitime ve Eğitim Yönetimine Etkileri (Dilovası Örneği). Yayımlanmamış Yüksek Lisans Tezi, Sakarya Üniversitesi Sosyal Bilimler Enstitüsü, Sakarya.
  • Matthews, J. (2008). Schooling and Settlement: Refugee Education in Australia. International Studies in Sociology of Education, 18(1), 31-45. Obiakor, F. E. (2007). Multicultural Special Education: Effective Intervention For Today's Schools. Intervention in School and Clinic, 42(3), 148-155.
  • Öngören, S., Özkan, A., Yüksel, B., & Sever, D. (2017). Göçmen Çocukların Yaşadıkları Uyum Problemlerinin Öğretmen Görüşleri Açısından İncelenmesi. Akademik Sosyal Araştırmalar Dergisi, 5(59), 147-159.
  • Pastoor, L. De. (2015). The Mediational Role Of Schools in Supporting Psychosocial Transitions Among Unaccompanied Young Refugees Upon Resettlement in Norway. International Journal of Educational Development, 41, 245-254.
  • Qin, D. B., & Han, E. J. (2011). The Achievement/Adjustment Paradox. Immigrant Children Immigrant Children: Change, Adaptation, And Cultural Transformation, pp. 75-97.
  • Raleigh, C. (2011). The search for safety: The effects of conflict, poverty and ecological influences on 93 migration in the developing world. Global Environmental Change, (Ed. Richard Black, Nigel Arnell, Stefan Dercon), 21(1), 82-93. https://doi.org/10.1016/ j. gloenvcha.2011.08.008
  • Suárez-Orozco, C., Carhill, A., & Chuang, S. S. (2011). Immigrant Children: Making a new Life . Immigrant Children: Change, Adaptation, and Cultural Transformation ,pp. 7-26.
  • Sural, Ü. Ç., ve Arı, T. G. (2017). The Evaluation of in-service Training of The Instructors Teaching Turkish For Immigrant Children. International Journal of Languages’ Education and Teaching, 5(4), 996-1009.
  • Telsaç, C. ve Telsaç, Y. Ö. (2022a). Causes Of Migration and its Effects, 2nd International Symposium "Global Migration Phenomenon" With its Security, Economic, Social, Political and Cultural Dimensions, Ankara.
  • Telsaç, Y. Ö. ve Telsaç, C. (2022b). Main Educational Problems Regarding The Children Of Migrant Families, 2nd International Symposium"Global Migration Phenomenon" With its Security, Economic, Social, Political and Cultural Dimensions, Ankara.
  • Telsaç, Y. Ö. ve Telsaç, C. (2022c). Göç Nedeniyle Oluşan Temel Eğitim Sorunları, Uluslararası Akademik Birikim Dergisi, 5 (3), 113-122.
  • Yılmaz, V., Telsaç, C. (2021). Göç Olgusu Ve Türkiye’deki Suriyeli Göçmenlerin Kentlerdeki Sayısal Durumu, (Ed. E. Arslan), Bölgesel Gelişmeler Işığında Uluslararası Göç ve Türkiye, Nobel Yayınevi.
  • Yılmaz, V., Telsaç, C. (2022). Kriz Yönetimi Bağlamında Türkiye’de Göç Ve Uygulanan Politikalar Üzerine Bir Değerlendirme, (Ed. Veysel Eren). Kamu Sektöründe Kriz Yönetimi, Nobel Yayınevi.

The Educatıon Problems Experıenced By Mıgrant Chıldren Fındıngs And Recommendatıons

Yıl 2022, Cilt: 7 Sayı: 4, 345 - 354, 06.10.2022

Özlem Yüksek Telsaç Cüneyt Telsaç Savaş Karagöz

https://doi.org/10.24331/ijere.1161837

Öz

Migration emerges as a result of many factors. It can occur due to many reasons such as sociological, economic, political and environmental. It is possible to evaluate the effects of migration as a result, but considering that migration itself is a major factor that can cause sociological, demographic, economic and political changes, it would not be wrong to state that it represents a real cause with this role. Migration elements can developed in different geographies may show similarity, or they may arise from completely different and region-specific reasons. Migration can take place within the borders of the country or outside the borders of the country depending on many reasons, as well as it can develop singly or massively, voluntarily or compulsory.
Migration has a structure that deeply affects human life in every sense and causes great changes. Even if people migrate voluntarily of their own free will, they may have to face some adaptation problems and social differences. This situation; it can cause extremely distressing results for asylum seekers and refugees who migrate forcibly. The difficulties that arise can be even more dramatic, especially for migrant children. In order to cope with these new challenges they face; it is of great importance that especially children from other countries learn the spoken language and culture of the place they go as soon as possible in order to overcome the problems. At this stage, the inclusion of immigrant children in the education system and the guidance services to be implemented play a decisive role.
In this study, using observation and literature review methods; the difficulties faced by immigrant families regarding education and especially the problems that arise in terms of foreign children are discussed and some suggestions are made for solutions.

Anahtar Kelimeler

Migration Education Child Language.

Kaynakça

  • Atmaca, Y. (2020). Esenyurt ve Göç Yönetimi Politikaları Üzerine Bir İnceleme, (Ed. V. Yılmaz ve Y. Atmaca), Türkiye’de Göçün Kentler Üzerindeki Etkileri ve Yönetimi, Ekin Yayınevi. Aydeniz, S., & Sarıkaya, B. (2021). Göçmen Çocukların Eğitiminde Yaşanan Sorunlar ve Çözüm Önerilerine İlişkin Öğretmen Görüşleri. Milli Eğitim Dergisi, 50(1), 385-404.
  • Berry, J. W., & Sabatier, C. (2011). The Acculturation And Adaptation Of Second-Generation İmmigrant Youth in Toronto and Montreal. Immigrant Children: Change, Adaptation, And Cultural Transformation, 125-148.
  • Black, R., Adger W. N., Arnell, N. W., Dercon, S., Geddes A. ve Thomas, D. (2011). The effect of environmental change on human migration. Global Environmental Change, (Ed. Richard Black, Nigel Arnell, Stefan Dercon) 21(1), 3-11. https://doi.org/10.1016/ j. gloenvcha.2011.10.001 Bourgonje, P. (2010). Education For Refugee And Asylum Seeking Children in OECD Countries. Education International, 50, 1-12.
  • Bozan, İ., Kaştan, Y . (2018). Göç Yaşamış Öğrencilerin Karşılaştıkları Sorunlara İlişkin Görüşleri: Bir Durum Çalışması. Uluslararası Sosyal ve Eğitim Bilimleri Dergisi, 5 (10), 225-248. DOI: 10.20860/ijoses.447898
  • Börü, N., & Boyacı, A. (2016). Göçmen Öğrencilerin Eğitim-Öğretim Ortamlarında Karşılaştıkları Sorunlar: Eskişehir İli Örneği. Electronic Turkish Studies, 11(14).
  • Castles, S. (2003). Towards a Sociology of Forced Migration and Social Transformation, Published in Sociology, 77(1), 13-34.
  • Cerna, L. (2019). Refugee education: Integration Models and Practices in OECD Countries. OECD Education Working Paper No. 203
  • Chuang, S. S., Rasmi, S., & Friesen, C. (2011). Service Providers’ Perspectives On The Pathways Of Adjustment For Newcomer Children And Youth İn Canada. Immigrant Children: Change, Adaptation, And Cultural Transformation, 149-170.
  • Dryden-Peterson, S. (2017). Refugee Education: Education For An Unknowable Future. Curriculum Inquiry, 47(1), 14-24. EASO Sığınma Raporu (2021). Avrupa Birliğinde Sığınma Durumuna İlişkin Yıllık Rapor https://euaa.europa.eu/sites/default/files/EASO-Asylum-Report-2021-Executive-Summary_TR.pdf
  • Este, D., & Ngo, H. V. (2011). A Resilience Framework To Examine Immigrant And Refugee Children And Youth İn Canada. Immigrant Children: Change, Adaptation and Cultural Transformation, pp. 27-50.
  • İçişleri Bakanlığı Göç İdaresi Genel Müdürlüğü. (2016). Türkiye Göç Raporu. https://www.goc.gov.tr/kurumlar/goc.gov.tr/YillikGocRaporlari/2016_yiik_goc_raporu_haziran.pdf E.T: 13.03.2022
  • Karakuş, E. (2006). Göç Olgusu ve Eğitime Olumsuz Etkileri (Sultanbeyli örneği). Yayımlanmamış Yüksek Lisans Tezi, Sakarya Üniversitesi Sosyal Bilimler Enstitüsü, Sakarya.
  • Kovinthan, T. (2016). Learning and Teaching With Loss: Meeting the Needs Of Refugee Children Through Narrative Inquiry. Diaspora, Indigenous, and Minority Education, 10(3), 141-155.
  • Luther, K., Coltrane, S., Parke, R. D., Cookston, J., & Adams, M. (2011). Youth Risk Behavior Among Mexican-Origin Adolescents: Cross Generational Differences. Immigrant Children: Change, Adaptation, And Cultural Transformation, 99-124.
  • Nar, B. (2008). Göçün Eğitime ve Eğitim Yönetimine Etkileri (Dilovası Örneği). Yayımlanmamış Yüksek Lisans Tezi, Sakarya Üniversitesi Sosyal Bilimler Enstitüsü, Sakarya.
  • Matthews, J. (2008). Schooling and Settlement: Refugee Education in Australia. International Studies in Sociology of Education, 18(1), 31-45. Obiakor, F. E. (2007). Multicultural Special Education: Effective Intervention For Today's Schools. Intervention in School and Clinic, 42(3), 148-155.
  • Öngören, S., Özkan, A., Yüksel, B., & Sever, D. (2017). Göçmen Çocukların Yaşadıkları Uyum Problemlerinin Öğretmen Görüşleri Açısından İncelenmesi. Akademik Sosyal Araştırmalar Dergisi, 5(59), 147-159.
  • Pastoor, L. De. (2015). The Mediational Role Of Schools in Supporting Psychosocial Transitions Among Unaccompanied Young Refugees Upon Resettlement in Norway. International Journal of Educational Development, 41, 245-254.
  • Qin, D. B., & Han, E. J. (2011). The Achievement/Adjustment Paradox. Immigrant Children Immigrant Children: Change, Adaptation, And Cultural Transformation, pp. 75-97.
  • Raleigh, C. (2011). The search for safety: The effects of conflict, poverty and ecological influences on 93 migration in the developing world. Global Environmental Change, (Ed. Richard Black, Nigel Arnell, Stefan Dercon), 21(1), 82-93. https://doi.org/10.1016/ j. gloenvcha.2011.08.008
  • Suárez-Orozco, C., Carhill, A., & Chuang, S. S. (2011). Immigrant Children: Making a new Life . Immigrant Children: Change, Adaptation, and Cultural Transformation ,pp. 7-26.
  • Sural, Ü. Ç., ve Arı, T. G. (2017). The Evaluation of in-service Training of The Instructors Teaching Turkish For Immigrant Children. International Journal of Languages’ Education and Teaching, 5(4), 996-1009.
  • Telsaç, C. ve Telsaç, Y. Ö. (2022a). Causes Of Migration and its Effects, 2nd International Symposium "Global Migration Phenomenon" With its Security, Economic, Social, Political and Cultural Dimensions, Ankara.
  • Telsaç, Y. Ö. ve Telsaç, C. (2022b). Main Educational Problems Regarding The Children Of Migrant Families, 2nd International Symposium"Global Migration Phenomenon" With its Security, Economic, Social, Political and Cultural Dimensions, Ankara.
  • Telsaç, Y. Ö. ve Telsaç, C. (2022c). Göç Nedeniyle Oluşan Temel Eğitim Sorunları, Uluslararası Akademik Birikim Dergisi, 5 (3), 113-122.
  • Yılmaz, V., Telsaç, C. (2021). Göç Olgusu Ve Türkiye’deki Suriyeli Göçmenlerin Kentlerdeki Sayısal Durumu, (Ed. E. Arslan), Bölgesel Gelişmeler Işığında Uluslararası Göç ve Türkiye, Nobel Yayınevi.
  • Yılmaz, V., Telsaç, C. (2022). Kriz Yönetimi Bağlamında Türkiye’de Göç Ve Uygulanan Politikalar Üzerine Bir Değerlendirme, (Ed. Veysel Eren). Kamu Sektöründe Kriz Yönetimi, Nobel Yayınevi.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Özlem Yüksek Telsaç

Cüneyt Telsaç

Savaş Karagöz 0000-0002-4410-9214

Yayımlanma Tarihi 6 Ekim 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 7 Sayı: 4

Kaynak Göster

APA Yüksek Telsaç, Ö., Telsaç, C., & Karagöz, S. (2022). The Educatıon Problems Experıenced By Mıgrant Chıldren Fındıngs And Recommendatıons. International Journal of Educational Research Review, 7(4), 345-354. https://doi.org/10.24331/ijere.1161837
AMA Yüksek Telsaç Ö, Telsaç C, Karagöz S. The Educatıon Problems Experıenced By Mıgrant Chıldren Fındıngs And Recommendatıons. IJERE. Ekim 2022;7(4):345-354. doi:10.24331/ijere.1161837
Chicago Yüksek Telsaç, Özlem, Cüneyt Telsaç, ve Savaş Karagöz. “The Educatıon Problems Experıenced By Mıgrant Chıldren Fındıngs And Recommendatıons”. International Journal of Educational Research Review 7, sy. 4 (Ekim 2022): 345-54. https://doi.org/10.24331/ijere.1161837.
EndNote Yüksek Telsaç Ö, Telsaç C, Karagöz S (01 Ekim 2022) The Educatıon Problems Experıenced By Mıgrant Chıldren Fındıngs And Recommendatıons. International Journal of Educational Research Review 7 4 345–354.
IEEE Ö. Yüksek Telsaç, C. Telsaç, ve S. Karagöz, “The Educatıon Problems Experıenced By Mıgrant Chıldren Fındıngs And Recommendatıons”, IJERE, c. 7, sy. 4, ss. 345–354, 2022, doi: 10.24331/ijere.1161837.
ISNAD Yüksek Telsaç, Özlem vd. “The Educatıon Problems Experıenced By Mıgrant Chıldren Fındıngs And Recommendatıons”. International Journal of Educational Research Review 7/4 (Ekim 2022), 345-354. https://doi.org/10.24331/ijere.1161837.
JAMA Yüksek Telsaç Ö, Telsaç C, Karagöz S. The Educatıon Problems Experıenced By Mıgrant Chıldren Fındıngs And Recommendatıons. IJERE. 2022;7:345–354.
MLA Yüksek Telsaç, Özlem vd. “The Educatıon Problems Experıenced By Mıgrant Chıldren Fındıngs And Recommendatıons”. International Journal of Educational Research Review, c. 7, sy. 4, 2022, ss. 345-54, doi:10.24331/ijere.1161837.
Vancouver Yüksek Telsaç Ö, Telsaç C, Karagöz S. The Educatıon Problems Experıenced By Mıgrant Chıldren Fındıngs And Recommendatıons. IJERE. 2022;7(4):345-54.

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