| dc.identifier.citation |
Adkins-Coleman, T. A. (2010). “I’m not afraid to come into your world”: Case studies of teachers facilitating engagement in urban high school English classrooms. The Journal of Negro Education, 79, 41-53.
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The qualitative report, 13(4), 544-559.
Beane, A.L. (1999). The bully free classroom: Over 100 tips and strategies for teachers K-8. Minne- apolis, MN: Free Spirit.
Black, R. (1998). Refugees, environment and development. London: Longman.
Bondy, E., Ross, D. D., Gallingane, C., & Hambacher, E. (2007). Creating environ- ments of success and resilience culturally responsive classroom management and more. Urban Education, 42, 326-348. doi:10.1177/0042085907303406
Boyacı, A. (2009). İlköğretim öğrencilerinin disipline sınıf kurallarına ve cezalara ilişkin görüşlerinin karşılaştırmalı olarak incelenmesi (Türkiye-Norveç Örneği). Kuram ve Uygulamada Eğitim Yönetim, ss.523-553.
Brown, D. F. (2002). Becoming a successful urban teacher. Portsmouth, NH: Heinemann. __________. (2003). Urban teachers’ use of culturally responsive management strate- gies. Theory
into Practice, 42, 277-282.
__________. (2004). Urban teachers’ professed classroom management strategies reflections of
culturally responsive teaching. Urban Education, 39(3), 266-289.
Brown, S.C., ve Kysilka, M.L. (2002). Applying multi- cultural and global concepts in the classroom
and beyond. Boston: Allyn & Bacon.
Castles, S. (2003). Towards a sociology of forced migration and social transformation. Sociology. 77(1), 13-34.
Cernea, M.M. and McDowell, C. (2000). Risks and reconstruction: Experiences of resettlers and refugees. Washington DC: World Bank.
Chrispeels, J.H., & Rivero, E. (2000, April). Engaging Latino families for student success: Understand- ing the process and impact of providing training to parents. Paper presented at the annual meeting of the American Educational Research Associa- tion, New Orleans, LA.
Curran, M. E. (2003). Linguistic diversity and classroom management. Theory into Practice, 42, 334-340.
Elias, M., & Schwab, Y. (2006). From compliance to responsibility: Social and emotional learn- ing and classroom management. In C.M. Evertson & C.S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 309–342). Mahwah: Lawrence Erlbaum Associates.
Fuller, M.L., & Olsen, G. (1998). Home-school rela- tions: Working successfully with parents and fam- ilies. Boston: Allyn & Bacon.
Gallagher, A. (2002). Trafficking, smuggling and human rights: tricks and treaties. Forced Migration Review: 12, 25-28.
Gay, G. (2000). Culturally responsive teaching: Theory, research & practice. New York: Teachers College Press.
Gelekçi, Cahit. (2010). Belçika’da Yaşayan Türk Gençlerinin Kültürel Aktarım Sürecinde Ana Dillerini Öğrenme ve Kullanma Durumları. Hacettepe Üniversitesi Türkiyat Araştırmaları Dergisi, Bahar (12), 163-194
Gordon, G. L. (1999). Teacher talent and urban schools. Phi Delta Kappan, 81(4), 304-307.
Göktürk, A. (2003). AB ve göç (edt: S.Kurt ve D.Mete). İstanbul: SAV yay.
Howard, T. C. (2010). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms. New York, NY: Teachers College Press.
http://soc.sagepub.com/content/37/1/13.full.pdf+html
Irvine, J. J., & Armento, B. J. (2001). Culturally responsive teaching: Lesson planning for elementary and middle grades. New York, NY: McGraw Hill.
Klingner, J. K., Artiles, A. J., Kozleski, E., Harry, B., Zion, S., Tate, W., . . . Riley, W. (2005). Addressing the disproportionate representation of culturally and linguistically diverse students in special education through culturally responsive educational systems. Education Policy Analysis Archives, 13(38), 1-40.
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
McAllister, G., & Irvine, J. J. (2002). The role of empathy in teaching culturally diverse students: A qualitative study of teachers’ beliefs. Journal of Teacher Education, 53, 433-443. doi:10.1177/0022487105285966
Miles, M. B. & Huberman A.M. (1994). Qualitative data analysis: An expanded source book. CA: Thousand Oaks, Sage Pub.
Monroe, C. R. (2005). Understanding the discipline gap through a cultural lens: Implications for the education of African American students. Intercultural Education, 16, 317-330. doi:10.1080/14675980500303795
Myers, N. ve Kent, J. (1995). Environmental exodus: an emergent crisis in the global Arena. Washington DC: Climate Institute.
Perşembe, E. (2010). F. Almanya’nın Baden-Württemberg Eyaletinde Eğitim Sistemi ve Türk Göçmen Çocuklarının Eğitim Sorunları. Ondokuz Mayıs Üniversitesi İlahiyat Fakültesi Dergisi, 29(29), 55-80.
Ross, D. D., Bondy, E., Gallingane, C., & Hambacher, E. (2008). Promoting academic engagement through insistence: Being a warm demander. Childhood Education, 84(3), 142-146.
Roy, A. (1999). The greater common good (edt.The Cost of Living). London: Flamingo.
Sarikaya, H. S. Belçika flaman bölgesi eğitim sisteminde türk kökenli çocuklarin yaşadiği temel
eğitim sorunlarinin incelenmesi. Akademik Sosyal Araştırmalar Dergisi. 2(8), 246-260. Scarcella, R. (1990). Teaching language minority stu- dents in the multicultural classroom. Upper
Sad- dle River, NJ: Prentice Hall Regents.
Turkish Studies
International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 11/14 Summer 2016
Göçmen Öğrencilerin Eğitim-Öğretim Ortamlarında Karşılaştıkları... 157
Sheets, R. H. (2005). Diversity of pedagogy: Examining the role of culture in the teaching-learning process. New York, NY: Allyn & Bacon.
Sinclair, M. (2001). Education in emergencies. Learning for a future: Refugee education in developing countries. 1-84. http://www.cedol.org/wp-content/uploads/2012/02/52-56-2007.pdf
Siwatu, K. O., Putman, S. M., Starker-Glass, T. V., & Lewis, C. W. (2015). The culturally responsive classroom management self-efficacy scale development and ınitial validation. Urban Education, 0042085915602534.
Swap, S.M. (1999). Developing home-school partner- ships: From concepts to practice. New York: Teachers College Press.
Topcuoğlu, R. A. (2012). Türkiye’de göçmen çocukların profili, sosyal politika ve sosyal hizmet önerileri hızlı değerlendirme araştırması. İsveç Uluslararası Kalkınma ve İşbirliği Ajansı ve Uluslararası Göç Örgütü (IOM). http://www. turkey. iom. int/documents/Child/IOM_GocmenCocukRaporu_ tr_03062013. pdf
Topsakal ve diğerleri. (2013). Göçle gelen ailelerin çocuklarının eğitim-öğrenim hakkı ve sorunları üzerine nitel bir çalışma. Uluslararası Sosyal Araştırmalar Dergisi 6(27), 547-560.
Ulukan, N.C. (2013). Göçmenler için kaçış yok: Göç politikaları ve göçmen emeği. Eğitim Bilim Toplum Dergisi. 11(44), 32-47.
UNHCR, (2003). Field education guidelines. Geneva: UNHCR.
Ural, A. (2012). Türk asıllı göçmenlerin Hollanda’daki temel eğitim uygulamalarına yönelik
ayrımcılık algıları. Eğitim ve Bilim. 37(165), 262-274.
Ware, F. (2002). Black teachers’ perceptions of their professional roles and practices. In J. J. Irvine
(Ed.), In search of wholeness: African American teachers and their culturally specific classroom practices (pp. 33-45). New York, NY: Palgrave.
Ware, F. (2006). Warm demander pedagogy culturally responsive teaching that supports a culture of achievement for African American students. Urban Education, 41, 427-456. doi:10.1177/0042085906289710
Weinstein, C. S., Tomlinson-Clarke, S., ve Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education. 55(1), 25-38.
Wubbels, T. (2011). An international perspective on classroom management: what should prospective teachers learn?. Teaching Education, 22(2), 113-131.
Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage. Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin
Yayın Evi.
Börü, N. & Boyacı, A. (2016). “Göçmen Öğrencilerin Eğitim-Öğretim Ortamlarında Karşılaştıkları Sorunlar: Eskişehir İli Örneği / Immigrant Students' Problems in Education - Instruction Processes (An Example of the Province of Eskisehir)”, TURKISH STUDIES -International Periodical for the Languages, Literature and History of Turkish or Turkic-, ISSN: 1308- 2140, (Prof. Dr. Kamil Veli Nerimanoğlu Armağanı) Volume 11/14 Summer 2016, ANKARA/TURKEY, www.turkishstudies.net, DOI Number: http://dx.doi.org/10.7827/TurkishStudies.9818, p. 123-158. |
tr_TR |