Department of Education

Pinar Kolancali

Researcher

Pinar is a post-doctoral researcher within the Learning for Families through Technology (LiFT) project at the Department of Education. As part of the wider team, Pinar is currently investigating the aspects of learning apps that support joint media engagement between parents and children and creative learning in early and middle childhood. Pinar is also contributing to a development of a game-based language intervention focused on the vocabulary acquisition of emerging bilingual and monolingual children in England.

Before joining the team, Pinar was a doctoral student and a researcher at the Department of Education. Supervised by Prof. Edward Melhuish, her thesis examined the factors contributing to bilingual language and identity development of ethnic minority children growing up in first generation immigrant households in the UK. During her doctoral studies, Pinar took up two significant research roles at the Department.  She coordinated a survey research including 300 Turkish families in the UK and led a qualitative study on the cultural experiences of ethnic minority children in England. Before joining the team, Pinar collaborated with a group of researchers at the Department for a report to the Pro-Vice-Chancellor of the University on a new education policy aiming to establish university-sponsored specialist schools in England.

Publications

Kolancali, P. (submitted for publication). The Effects of Immigration on the Language and Literacy Practices of Turkish Parents in England. Journal of Family Issues.

Broekhuizen, M. L., Guerra, R. & Kolancali, P. (in preparation). Acculturation orientations of Turkish immigrant parents across Europe. Journal of Social Issues. This paper is prepared at the request of the Journal of Social Issues for a special issue.

Baird, J., Kolancali, P., Melhuish, E., Mutton, T., Sammons, P., Skilling, K., & Stylianides, G. Specialist Mathematics Schools in England: A Review and Implications for Oxford. This paper was prepared at the request of Professor Martin Williams, Pro Vice-Chancellor (Education) at the University of Oxford, by a Working Group established at the Department of Education.

Kolancali, P. (2019) Factors related to bilingual language skills of Turkish-English Speaking Children. In M. Broekhuisen et al. (Eds.) Resources, experiences, and support needs of families in disadvantaged communities.  ISOTIS Integrative Report D2.5. pp 55-70. https://katedry.ped.muni.cz/iviv/wp-content/uploads/sites/12/2020/02/2019_d2-5_resoures.pdf#page=55

Kolancali, P., & Melhuish, E. (2019). How do home and school experiences of Turkish children in the UK interact with their language attitudes and preferences? In G. Pastori, V. Pagani, & A. S. Sarcinelli (Eds.) Children’s Views on Inclusion at School. ISOTIS Integrative Report D2.4. pp 76-83. https://staging-isotis-pw.framework.pt/site/assets/files/1191/d2_4_technical-report-on-the-child-interview-study.pdf

Kolancali, P., & Melhuish, E. (2019) How do family characteristics and migration shape the home learning environment of Turkish children in the UK? In M. Broekhuisen et al. (Eds.) Resources, experiences, and support needs of families in disadvantaged communities.  ISOTIS Integrative Report D2.5. pp 98-102. https://katedry.ped.muni.cz/iviv/wp-content/uploads/sites/12/2020/02/2019_d2-5_resoures.pdf#page=55

Broekhuizen, M. L., Guerra, R. & Kolancali, P. (2019) Acculturation orientations, intergroup relations and well-being of Turkish and Maghrebian immigrant parents across Europe (Integrative Report D2.5). In M. Broekhuisen et al. (Eds.) Resources, experiences, and support needs of families in disadvantaged communities.  ISOTIS Integrative Report D2.5. pp 122-127. https://katedry.ped.muni.cz/iviv/wp-content/uploads/sites/12/2020/02/2019_d2-5_resoures.pdf#page=55

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