Bu araştırma, Türkiye’de mülteci öğrencilerin müzik eğitimine entegrasyon sürecini, farklı örneklemlerde görev yapan müzik öğretmenlerinin görüşleri üzerinden incelemektedir. Nitel araştırma paradigmasına dayalı olarak bütüncül çoklu durum deseni kullanılmış, veri toplama yöntemi olarak odak grup görüşmesi tercih edilmiştir. Katılımcılar, mültecilerin yoğun yaşadığı illerden ve farklı eğitim kademelerinden seçilmiş 16 müzik öğretmeninden oluşmaktadır. Araştırma öncesinde 32 müzik öğretmeniyle pilot görüşme yapılmış, elde edilen bulgular doğrultusunda odak grup soruları hazırlanmıştır. Bulgular; UNICEF Al Farah Projesi kapsamındaki öğretmenlerin, ulaşım ve enstrüman temini gibi destekler sayesinde öğrencilerin okula devam ve derse katılımının yüksek olduğunu; İstanbul ve Anadolu’daki öğretmenlerin ise dil bariyeri, ekonomik nedenler ve aile ilgisizliği gibi etkenlerle olumsuz temalar bildirdiğini göstermektedir. Ortaokullarda devamsızlık oranı liselere kıyasla daha yüksektir, erkek öğrenciler ekonomik sebeplerle daha fazla devamsızlık yapmaktadır. Oryantasyon süreci konusunda, UNICEF Al Farah grubu dışında tüm katılımcılar dil ve kültürel uyum eğitiminin gerekliliğini vurgulamıştır. Dil bariyerinin teorik derslerde daha belirgin, uygulamalı derslerde ise daha az sorun yarattığı, müzik derslerinin dil gelişimine katkı sağladığı belirtilmiştir. Milli bilinç konusunda UNICEF grubundaki öğrenciler marşlara ve milli günlere ilgi gösterirken, diğer gruplarda aile baskısı, duygusal bağ eksikliği ve ilgisizlik ön plandadır. Türk ve mülteci öğrencilerin karşılıklı tutumları genel olarak olumsuzdur ve akran zorbalığı en yaygın sorundur. Müzik dersleri bu konuda genellikle nötr etki yaratmakla birlikte, bazı durumlarda birleştirici rol üstlenebilmektedir. Araştırma, mülteci öğrencilerin eğitim sürecine etkin katılımı için kapsamlı oryantasyon programları, dil desteği, öğretmenlere kapsayıcı eğitim becerileri kazandırılması ve müzik gibi uygulamalı derslerin entegrasyonda araç olarak kullanılması gerektiğini önermektedir. Bu yönde geliştirilecek bütüncül politikaların, hem mülteci öğrencilerin akademik başarısını hem de toplumsal uyumu güçlendireceği sonucuna ulaşılmıştır.
Although technology-assisted accompaniment (TAA) has been addressed in flute pedagogy, existing research has predominantly emphasized students’ perceptions and preparatory processes or relied on earlier-generation technologies, resulting in limited empirical evidence on the direct effects of contemporary accompaniment applications on performance outcomes. This study investigates the impact of technology-assisted accompaniment applications on flute students’ performance levels using a mixed-methods research design. The quantitative phase employs a counterbalanced design with 10 flute students, comparing their performances with and without accompaniment. The accompaniment phase of the research implementation was conducted utilizing a digital accompaniment platform specifically designed for instrumental instruction and musical practice. Performance evaluations are based on a 13-criteria rubric assessing various musical and technical dimensions. In the qualitative phase, semi-structured interviews provide insight into students’ experiences and perceptions of technology-assisted accompaniment. Quantitative analysis demonstrated that performances with accompaniment were significantly superior to those without (d = –1.921), reflecting a substantial enhancement in both technical accuracy and musical expressiveness. The qualitative phase comprised semi‐structured interviews designed to elicit participants’ perceptions of technology-assisted accompaniment utility, functionality, and limitations. Accordingly, content analysis yielded six overarching themes: (1) contribution to performance and musicality, (2) functionality, (3) challenges, (4) technology-assisted accompaniment applications, (5) comparison with live accompanist, and (6) anxiety. Qualitative findings highlight that technology-assisted accompaniment enhances motivation and practice flexibility while also presenting challenges related to synchronization and interpretative depth. These findings underscore the pedagogical value of technology-assisted accompaniment applications in instrumental music education, particularly as a supplementary tool for independent practice and skill development in the absence of live accompaniment. Based on the findings of this study, it is recommended that technology-supported accompaniment applications be integrated into educational practices. It is expected that future studies will investigate not only the impact of these applications on performance levels, but also their effects on interpretive dimensions such as period-specific stylistic expression, vocalization, anxiety reduction, and motivation.
This study aims to examine the effects of play with loose parts on children’s play behaviors and executive function skills. Conducted using an action research design, the study involved 24 children aged 60-77 months attending a public primary school kindergarten in Ankara, along with the teacher-researcher. The intervention process was planned in three cycles, each involving the gradual restructuring of play with loose parts within the classroom environment. In the first cycle, materials were arranged to be easily accessible in the classroom, and adjustments were made to enhance children’s engagement with the materials. In the second cycle, play-planning practices were introduced. In the third cycle, the plan-play-review sequence was strengthened, and play contexts (classroom, workshop, and outdoor settings) were systematically alternated. Throughout the process, video recordings of free play sessions and field notes were analyzed using an inductive approach. The findings were further supported by a checklist focusing on play behaviors related to executive function and by the researcher’s reflective journal. By the end of the intervention, improvements were observed in children’s indicators of working memory, cognitive flexibility, attention, inhibitory control, and organization-planning. In addition, play behaviors shifted toward more mature play patterns characterized by planning, social interaction, richer themes, and extended play durations. Overall, the findings suggest that loose parts play, when supported by teacher guidance, can foster the development of executive function skills in early childhood.
This study examines the compatibility of Antoine de Saint-Exupéry's The Little Prince with the Turkish Ministry of National Education's Preschool Education Program and its use within the framework of integrated education. Conducted using a mixed-methods research model, the study randomly assigned 66 children attending an independent preschool in Istanbul-Pendik to an experimental (n = 33) and a control (n = 33) group. The experimental group was given three weeks of interdisciplinary activities based on the book, and data were collected using the Teacher and Family Values Scale and structured observation forms. Quantitative data were analyzed using the independent samples t-test, and qualitative findings were analyzed using content analysis. Results indicate that the experimental group statistically significantly outperformed the control group in the dimensions of responsibility, respect, cooperation, honesty, and friendship (p < .05). Qualitative observations confirmed that children made significant progress in establishing empathy, solving group problems, and peer communication. Cohen's d values ranged from .62 to .95 in the data analysis, indicating that the effect sizes were moderate to large. The study was conducted with the approval of the ethics committee and informed parental consent, and data confidentiality was maintained. In terms of originality, the study experimentally matches a text frequently cited in the international literature with Turkey's current preschool program framework for the first time, integrating theoretical discussion with classroom application data. The data obtained show that when picture storybooks are supported by integrated activity plans, they increase the visibility and measurability of values education. The research encourages the inclusion of intercultural literary works in the preschool curriculum; it recommends prioritizing story-based designs in teacher education and continuing similar applications longitudinally in different age and socio-cultural groups. Limitations include the sample being restricted to a single institution and follow-up measurements being limited to six weeks; this calls for broader and longer-term designs in future research. The findings provide concrete evidence for program developers and shed light on the need for policymakers to reassess resource allocation.
School resistance is a common problem characterized by negative attitudes and behaviors that students develop towards learning processes, the school context, and authority figures. The aim of this research is to examine the effect of different types of perfectionism on school resistance in middle school students and to test the mediating role of goal commitment in this relationship. Research data were collected from middle school students; the PROCESS macro (Model-4) was used in the analyses, and direct and indirect effects in regression models were evaluated using the bootstrap method. The findings showed that the total effect of self-specific perfectionism on school resistance was statistically significant and negative. This effect was found to occur both directly and indirectly through goal commitment. The finding that the indirect effect of goal commitment is significant suggests that unique perfectionism can strengthen goal commitment and thus reduce school resistance. The total effect of socially induced perfectionism on school resistance was also found to be significant and negative. However, the indirect effect of socially induced perfectionism on school resistance through goal commitment was found to be positive and significant. Overall, goal commitment functioned as a significant mediating variable in the relationship between both types of perfectionism and school resistance. These findings suggest that pursuing goals that students find intrinsically meaningful and valuable can support their ability to cope with academic challenges and maintain their motivation to stay in school.
