Publications

Abdullah Atmacasoy (Under-review). What characterizes the language instruction in homogeneous and heterogenous preparatory classes for refugee and migrant children in monolingual school contexts? A comparative case study from Türkiye and Germany. Zeitschrift für Erziehungswissenschaft.
Abdullah Atmacasoy, Hanife Akar, Ingrid Gogolin (In-preparation). Do refugee-only language classes accommodate different learner characteristics than mixed-migrant language classes?
Abdullah Atmacasoy, Simone Plöger (In-preparation). How do monolingual school contexts in urban areas shape newly arrived migrant parents’ involvement?
Abdullah Atmacasoy, Meral Aksu (2018). Blended learning at pre-service teacher education in Turkey: A systematic review. Education and Information Technologies, 23(6), pp. 2399-2422.

Abdullah Atmacasoy, Hanife Akar, Ingrid Gogolin (2023). “Building responsive education systems toward multiple disruptions in refugee education: Turkey and Germany as cases“, Wiseman, A.W. and Damaschke-Deitrick, L. (Ed.) Education for Refugees and Forced (Im)Migrants Across Time and Context (International Perspectives on Education and Society, Vol. 45), Emerald Publishing Limited, pp. 155-176.