Education Journal

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Classroom Management Experiences with Syrian Refugee Students

Received: 08 December 2017    Accepted: 27 December 2017    Published: 28 December 2017
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Abstract

The purpose of this study was to evaluate classroom management experiences with Syrian refugee students from the perspective of teachers. The study has a qualitative design and uses the case study method. The study group of this research was teachers in primary and middle schools in the central district of Tokat province who taught Syrian refugee students who had been forced to migrate to Turkey. This research found that most of the teachers' classroom management experiences with Syrian refugee students had negative aspects, and that the teachers stressed their linguistic challenges. It was found that refugee students’ pronunciation problems had caused them to be ridiculed. Teachers stated that they did not know what to do when they encountered with communication problems with these students. A variety of events (in-class activities, school trips, etc.) should be planned to prevent the other students from being biased against the Syrian refugee students and enable both groups to be integrated. Teachers’ awareness on how to behave with Syrian refugee students should be raised through the in-service training.

DOI 10.11648/j.edu.20170606.17
Published in Education Journal (Volume 6, Issue 6, November 2017)
Page(s) 207-214
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Migration, Syrian Refugee Students, Classroom Management

References
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Author Information
  • Faculty of Education, Department of Educational Sciences, Gaziosmanpasa University, Tokat, Turkey

  • Faculty of Education, Department of Primary Education, Nevsehir Haci Bektas Veli University, Nevsehir, Turkey

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  • APA Style

    Emine Saklan, Aysun Erginer. (2017). Classroom Management Experiences with Syrian Refugee Students. Education Journal, 6(6), 207-214. https://doi.org/10.11648/j.edu.20170606.17

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    Emine Saklan; Aysun Erginer. Classroom Management Experiences with Syrian Refugee Students. Educ. J. 2017, 6(6), 207-214. doi: 10.11648/j.edu.20170606.17

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    AMA Style

    Emine Saklan, Aysun Erginer. Classroom Management Experiences with Syrian Refugee Students. Educ J. 2017;6(6):207-214. doi: 10.11648/j.edu.20170606.17

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  • @article{10.11648/j.edu.20170606.17,
      author = {Emine Saklan and Aysun Erginer},
      title = {Classroom Management Experiences with Syrian Refugee Students},
      journal = {Education Journal},
      volume = {6},
      number = {6},
      pages = {207-214},
      doi = {10.11648/j.edu.20170606.17},
      url = {https://doi.org/10.11648/j.edu.20170606.17},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.edu.20170606.17},
      abstract = {The purpose of this study was to evaluate classroom management experiences with Syrian refugee students from the perspective of teachers. The study has a qualitative design and uses the case study method. The study group of this research was teachers in primary and middle schools in the central district of Tokat province who taught Syrian refugee students who had been forced to migrate to Turkey. This research found that most of the teachers' classroom management experiences with Syrian refugee students had negative aspects, and that the teachers stressed their linguistic challenges. It was found that refugee students’ pronunciation problems had caused them to be ridiculed. Teachers stated that they did not know what to do when they encountered with communication problems with these students. A variety of events (in-class activities, school trips, etc.) should be planned to prevent the other students from being biased against the Syrian refugee students and enable both groups to be integrated. Teachers’ awareness on how to behave with Syrian refugee students should be raised through the in-service training.},
     year = {2017}
    }
    

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    AB  - The purpose of this study was to evaluate classroom management experiences with Syrian refugee students from the perspective of teachers. The study has a qualitative design and uses the case study method. The study group of this research was teachers in primary and middle schools in the central district of Tokat province who taught Syrian refugee students who had been forced to migrate to Turkey. This research found that most of the teachers' classroom management experiences with Syrian refugee students had negative aspects, and that the teachers stressed their linguistic challenges. It was found that refugee students’ pronunciation problems had caused them to be ridiculed. Teachers stated that they did not know what to do when they encountered with communication problems with these students. A variety of events (in-class activities, school trips, etc.) should be planned to prevent the other students from being biased against the Syrian refugee students and enable both groups to be integrated. Teachers’ awareness on how to behave with Syrian refugee students should be raised through the in-service training.
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