Yabancı uyruklu öğrencilerin bulunduğu ilkokullarda istenmeyen öğrenci davranışlarının incelenmesi
Thesis Type: Postgraduate
Institution Of The Thesis: Ataturk University, Eğitim Bilimleri Enstitüsü, Temel Eğitim Anabilim Dalı, Turkey
Approval Date: 2018
Thesis Language: Turkish
Student: ADNAN DELEN
Supervisor: Muhammet Hanifi Ercoşkun
Open Archive Collection: AVESIS Open Access Collection
Abstract:This study aims to analyze the level and the reasons of the undesirable behaviors, which arose due to their inclusion in the Turkish education system, of the foreign children who had to immigrate to Turkey at the school age and were temporarily taken under protection in terms of various factors such as gender, the number of foreign students and the foreign languages that the teachers speak; to find out the effects of the relationship between teacher and student and student and student, school health and class discipline on the academic success; to determine what interventionalmethods the teachers apply for the students' undesirable behaviorand to suggest a proposal with regard to the application of these methods. Sequenced-explanatory composite pattern was used in the study. The data was analyzed by initially gathering the quantitative data and then the qualitative data. The questionnaire form developed by Sadik (2000) was used in order to obtain the quantitative data. The existing situation was determined by means of the obtained quantitative data. Then, volunteer 33 teachers composed of class teachers and Turkish teachers who were charged to teach Turkish to foreign students were interviewed in accordance with semi-structured interview form. The content analysis of the data obtained through these interviews was done by separating them as code, category and theme. The target population of the study consists of 12 public schools in Midyat/Mardin that haveforeign students and Class Teachers and Turkish teachers working at the temporary accommodation facility. A sample from the population was not taken as all the teachers were reached in the quantitative part of the study. The study group in the qualitative part of the study was determined among the teachers who were in the quantitative part of the study and who volunteered to do semi-structured interview with convenience sampling. When the quantitative data analysis, it was seen that no undesirable behaviors in the Turkish and foreign students such as theft, disrespect for teachers, scrabbling cupboards and bags without permission were encountered. However, other undesirable behaviors such as complaining about each other and keep talking with each other were seen. It was also found out that while the Turkish students kept interrupting each other's or the teachers' conversation seen more, the foreign students often showed undesirable behaviors such as being interested in other things apart from the lesson, bullying their peers, being reluctant to join the lesson and disturbing their friends' studying. According to the participants, it was thought that the Turkish students showed undesirable behaviors because of computers, TV series, crowded classes, family problems and friend atmospheres, whereas the cultural differences/immigration, family problems, language and communication problems are thought to be important reasons caused such behaviors in the foreign students. According to the gender of the teacher, it was detected that the undesirable behaviors and their reasonsdid not differentiate between the Turkish and foreign students, there were more undesirable behaviors in the classes with 3 or more foreign students and the teachers who could speak Arabic and Kurdish encountered much fewer undesirable behaviors. Analysis of qualitative data of the study, it was found that the relationship between teacher-student and student-teacher were affected more "negatively" and health, safety and class discipline were influenced even a little "positively" following the inclusion of the foreign students in the Turkish schools. The admission of foreign students to Turkish schools has been evaluated by the participants as a good practice which is generally incomplete and negative. Although the inclusion of foreign students in the Turkish Schools was evaluated as a good approach, it was seen that the negative sides of this situation outnumbered. It was also detected that when the foreign students could not understand the verbal lessons and when they were left free, they showed undesirable behaviors. It was concluded that the teachers mainly preferred such methods as parents collaboration, dealing with students problems closely and including students in the common activities and they found these methods "effective". It was opinion has emerged that the inclusion of foreign students in the Turkish schools was "positive" in their academic success, while the Turkish students' academic success was affected "negatively". Various proposals were suggested to researchers and implementers in accordance with the results obtained as a result of this study. Keywords: Turkish education system, temporary education center, Temporary legal protection, foreign domestic students, unwanted student behavior