Browsing by Author "Sakiz, Halis"
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Article Citation - WoS: 0Citation - Scopus: 0Aspects of Refugee Students' Financial Path To Academic Achievement in Higher Education(Springer, 2025) Kavak, Osman; Sakız, Halis; Department of Educational Sciences / Eğitim Bilimleri Bölümü; Department of Banking and Insurance / Bankacılık ve Sigortacılık BölümüThis study examined the relationships between financial aspects-scholarships, student loans, salary, and household income-and academic achievement of 931 refugee students enrolled in Turkish universities. Employing structural equation modeling, it explored the mediating roles of work motivation and financial literacy in the relationship between financial aspects and academic achievement. Findings revealed that scholarship and salary directly predicted academic achievement, the influence of student loan and household income varied, and work motivation and financial literacy mediated the relationships between financial aspects and academic achievement. Findings highlight the financial dynamics affecting refugee students, providing implications for policy and career guidance.Article Citation - WoS: 2Citation - Scopus: 3Career Aspirations of Refugee Women in Turkey Within the Context of Higher Education(Palgrave Macmillan Ltd, 2024) Sakız, Halis; Cirkin, Zeynep; Çuhadar, Pınar; Department of Educational Sciences / Eğitim Bilimleri Bölümü; Department of Economics / İktisat BölümüAccess to higher education for refugees remains a focal point in discussions concerning human rights. In the aftermath of the Syrian civil war, T & uuml;rkiye has become a significant host country for forcibly displaced individuals. While the Turkish government has implemented an open-door policy toward refugees, the actual participation of women in higher education and the workforce falls short of anticipated levels. Through the lens of Amartya Sen's Capability Approach (CA), this study delves into the perspectives of Syrian refugee women regarding their experiences with higher education in T & uuml;rkiye and investigates how their educational pursuits shape their career aspirations. Employing a qualitative methodology involving semi-structured interviews, this research examines the viewpoints of 40 women enrolled in a state university in T & uuml;rkiye. The findings underscore the role of higher education in enhancing women's career-related skills, fostering their awareness of rights, and predominantly fostering optimistic outlooks toward future labor market engagement.Article Citation - WoS: 2Determining the Quality of Life of Children with Learning Disabilities and Their Parents(ANKARA UNIV, FAC EDUCATIONAL SCIENCES, 2019) Sakız, Halis; Bas, Guldest; Department of Educational Sciences / Eğitim Bilimleri BölümüThe purpose of this study is to investigate the quality of life of children with learning disabilities and their parents. The level of quality of life among 120 children and 120 parents was measured by the Turkish versions of KINDL-R and WHOQOL-BREF, respectively. Descriptive and inferential statistics were used to analyze the levels of quality of life and to determine the extent to which child quality of life predicts parent quality of life. Findings indicated that there were significant relationships between child and parent quality of life and child quality of life significantly predicted parent quality of life. Findings also implied that all related elements including families need to be taken into account while planning and applying psychosocial and psycho-educational services.Article Citation - WoS: 0Citation - Scopus: 1Empowering Parents of Children With Disabilities: Assessing the Impact of a Child Sexual Abuse Psychoeducation Program in Türkiye(Taylor & Francis Ltd, 2024) Sakız, Halis; Sakiz, Halis; Department of Educational Sciences / Eğitim Bilimleri BölümüChild sexual abuse (CSA) is a pervasive problem that can have detrimental effects on the physical and mental health of children, as well as their families. Parents of children with disabilities (CWD) may face additional challenges in protecting their children from sexual abuse. This study aimed to examine the effects of a CSA psychoeducation program for parents of CWD. The program was designed to increase parental knowledge and attitudes towards CSA and prevention strategies, as well as to decrease parents' anxiety regarding the topic. A total of 93 parents of CWD participated in the study, with 45 being randomly assigned to the experimental group and 48 to the control group. The findings suggest that the CSA psychoeducation program was effective in increasing parental knowledge and attitudes towards CSA prevention strategies. The experimental group scored significantly higher than the control group in all domains of the Child sexual abuse knowledge/attitude scale for parents. Additionally, the program was effective in reducing parents' anxiety. This highlights the need for such programs to be implemented in schools and other community settings to increase parental awareness and prevent CSA.Article Citation - WoS: 16Citation - Scopus: 16Impact of an Inclusive Programme on Achievement, Attendance and Perceptions Towards the School Climate and Social-Emotional Adaptation Among Students With Disabilities(Routledge Journals, Taylor & Francis Ltd, 2017) Sakiz, Halis; Sakız, Halis; Department of Educational Sciences / Eğitim Bilimleri BölümüThe aim of this paper is to report outcomes of a school-based programme aiming to promote achievement, attendance and positive perceptions towards the school climate and social-emotional adaptation among students with disabilities (SWD). The programme included a series of training and social activities for school staff, parents and children followed by implementation of the knowledge gained through these activities. The programme lasted one school year and data were collected through quantitative and qualitative methods. Results of the study indicated enhanced student attendance and achievement, social-emotional development, and positive perceptions about the school climate. In addition, parents and teachers were mostly content with development of students and the attempts of their schools to prompt student learning. Findings of this research indicate the significance of the holistic approach in educating SWD in mainstream schools and confirm that schools can make progress relying on their internal structures and planned action.Article Improving Social-Emotional Skills for Inclusion Through Traditional Child Games(Pergamon-Elsevier Science Ltd, 2025) Sakız, Halis; Sakiz, Halis; Department of Educational Sciences / Eğitim Bilimleri BölümüThis study investigated the impact of traditional child games on the social-emotional development of children educated in mainstream schools in T & uuml;rkiye. Grounded in theories of inclusion and socio-cultural development, the research explores how these games enhance social-emotional development among preschoolers, refugee children, and children with disabilities (CwD). A mixed-methods approach integrated quantitative data from social skills assessments and qualitative insights from observations and interviews with educators. Findings highlight improvements in communication skills, emotional regulation, behavior management, and social interaction among participants. The quantitative results revealed substantial gains in social skills and communication measures post-intervention, while qualitative data provided rich insights into the positive experiences of both children and educators. The study underscores the potential of inclusive practices supported by culturally relevant play activities to enhance social-emotional learning and build a supportive school environment for all children.Article Citation - WoS: 17Citation - Scopus: 19Including Students with Visual Difficulty within Higher Education: Necessary Steps(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2018) Sakız, Halis; Saricali, Mehmet; Department of Educational Sciences / Eğitim Bilimleri BölümüThe aim of this research study was to investigate the inclusion of students with disabilities studying in Turkish universities. Students with visual difficulty were selected as a case from 24 different universities. A survey with seven dimensions was administered to 73 students, and 12 students were interviewed. Survey and interview findings revealed both progress and, to a larger extent, dissatisfaction with (i) the physical and psychosocial environment of universities; (ii) the way diversity and disability were viewed; (iii) the way support was planned and delivered; (iv) the level and quality of communication and collaboration; (v) the teaching and learning processes; and (vi) the way higher education policy was made and implemented. Findings highlight the need for prioritizing university cultures that are inclusive of students with diverse backgrounds and translation of the inclusiveness into effective practice of providing pedagogical and material support to these students.Article Citation - WoS: 1Citation - Scopus: 4School Counselors' Microaggressions Towards Students With Disabilities in Inclusive Schools(Springer, 2024) Sakız, Halis; Sart, Zeynep Hande; Sakiz, Halis; Albayrak-Kaymak, Deniz; Department of Educational Sciences / Eğitim Bilimleri BölümüThe aim of this research was to explore school counselors' microaggressions directed at students with disabilities (SWD) in inclusive schools. The study involved conducting structured interviews with 23 counselors employed at public primary and secondary schools. The data obtained from these interviews were analyzed using thematic analysis, resulting in the identification and categorization of 10 themes. The findings revealed that school counselors exhibited various forms of microaggressions towards SWD, including denial of privacy, patronization, otherization, secondary gain, second class citizenship, helplessness, denial of identity, minimization, positive discrimination, and spread effect. Implications of these findings for school counselors are highlighted and discussed, considering relevant literature. The study underscores the significance of raising awareness regarding microaggressions targeting SWD, which can foster personal and systemic changes towards social justice-oriented practices and the development of counseling competencies in this domain.