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Pinar Kolancali

Honorary Norham Fellow | Jesus College

pinar.kolancali@education.ox.ac.uk

About me

Dr Pinar Kolancali is an analyst within the Early Childhood Education and Care team at the Organisation for Economic Co-operation and Development (OECD) and an Honorary Research Fellow at the Department of Education.

Pinar has held various research and policy advisory roles, including positions at the Department of Education. Before joining the OECD, she was instrumental in the Learning for Families through Technology Project (LiFT) within the Department of Education and organised an international symposium on technology use in early childhood at the University of Oxford. She has led a team of researchers for two UNICEF reports focusing on the Early Childhood Education and Care sector and the educational effects of the COVID-19 pandemic on school outcomes in Türkiye. During her doctoral studies at the Department, she coordinated and contributed to a large-scale survey investigating parenting experiences of immigrant families in the UK for a European Commission-funded project, Inclusive Education and Social Support to Tackle Inequalities in Society (ISOTIS). Pinar has experience collaborating with ministers, education leaders, and corporate and non-profit organisations to conduct impact-oriented education research.

Pinar holds a DPhil and MSc in Education from the University of Oxford. Prior to her studies at Oxford, she received a Bachelor of Arts degree in Psychology from Istanbul, Türkiye.

Research

Journal Articles

Mathers, S. J., Hodgkiss, A., Kolancali, P., Booton, S. A., Wang, Z., & Murphy, V. A. (2024). Comparing parent-child interaction during wordless book reading, print book reading and imaginative play. Journal of child language, 1–26. Advance online publication. https://doi.org/10.1017/S0305000924000072

Guerra, R., Broekhuizen, M. L., Francot, R. J. R. M., & Kolancali, P. (2023). Intergroup relations, acculturation orientations, and adaptation of Turkish immigrant descent parents across Europe. Cultural Diversity and Ethnic Minority Psychology. Advance online publication. https://doi.org/10.1037/cdp0000627

Aktakke, N., Aran, M. A., Uckardesler, E., Kolancali, P., Kibar, Z. S., & Çolak Öz, H. (2023). How to Estimate Heterogeneous Learning Losses due to School Closures: An Application Using PISA data in Türkiye. Available at SSRN. https://doi.org/10.2139/ssrn.4592198

Booton, S. A., Kolancali, P., & Murphy, V. A. (2023). Touchscreen apps for child creativity: An evaluation of creativity apps designed for young children. Computers & Education, 201, 104811. https://doi.org/10.1016/j.compedu.2023.104811

Kolancali, P., & Melhuish, E. (2023). Effects of Migration on the Language and Literacy Practices of Turkish Parents in England. Journal of Family Issues, 44(1), 68–90. https://doi.org/10.1177/0192513X211041985

Reports

Kolancali, P., Aran, M., Aktakke, N., et al. (2023). Documentation of Education Response in Türkiye during the COVID-19 Pandemic and its Effect on Children’s Access to and Retention in Education. UNICEF & Development Analytics. https://www.unicef.org/turkiye/media/15951/file/Documentation%20of%20Education%20Response%20in%20Türkiye%20during%20the%20COVID-19%20Pandemic.pdf

Kolancali, P., Baird, J., Melhuish, E., Mutton, T., Sammons, P., Skilling, K., & Stylianides, G. (2021). 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.

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. http://archive.isotis.org/wp-content/uploads/2019/05/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.

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.

Conference Papers

Kolancali, P., Booton, S., Murphy, V., (2023). Creativity apps for primary school children: analysis of app store data, characteristics, and quality. Invited talk for the biennial meeting of the Special Interest Group ‘Quality in Early Digital Education’ of the EARLI, Thessaloniki.

Kolancali, P., Booton, S., Singh, D., & Murphy, V. (2023). ‘Vocabulary learning from games in apps: a randomised controlled trial for teaching homonyms to EAL children’. Presentation at the Young L2 Learners and Games Conference, University of Warwick, Virtual Event.

Kolancali, P. ‘Fostering the ethnic identity of pre-school children in the context of ECEC’. (2022). Invited talk for the biennial meeting of the Special Interest Group ‘Learning and Development in Early Childhood’ (SIG5) of the EARLI, Utrecht.

Kolancali, P. (2022). Roundtable discussion on ‘ECEC in times of pandemic: how essential and resilient is ECEC in the face of great challenges?’ Invited talk for the biennial meeting of the Special Interest Group ‘Learning and Development in Early Childhood’ (SIG5) of the EARLI, Utrecht.

Kolancali, P. & Aran, M. (2022). Documentation of Education Response in Turkey during the COVID-19 Pandemic and Its Effects on Children’s Access to and Retention in Education. Child Development and Learning Seminar Series, Department of Education, Oxford.

Kolancali, P. (2020). How does home learning environment explain bilingual language skills of Turkish children in the UK? A-synchronous presentation prepared for the biennial meeting of the Special Interest Group ‘Learning and Development in Early Childhood’ (SIG5) of the EARLI, Virtual Event.

Broekhuizen, M. L., Guerra, R. & Kolancali, P. (2020). Acculturation, inter-group relations, and well-being of Turkish and Maghrebian immigrant parents. Invited talk for the biennial meeting of the Special Interest Group ‘Learning and Development in Early Childhood’ (SIG5) of the EARLI, Virtual Event.

Kolancali, P. (2019). How do family background characteristics and migration history explain home learning environments of Turkish children in the UK? Invited talk at the Equality and Inclusion Conference, Utrecht.

Kolancali, P. (2018). Turkish-English speaking children’s bilingual emergent literacy skills following naturalistic experiences and a sound awareness intervention delivered in Turkish. Presentation at the Theoretical and Experimental Linguistics Conference, Istanbul.

Kolancali, P. (2017). How does quantitative evidence explain differential outcomes in children’s language skills in different cultures? Invited talk at the Wolfson College President’s Seminar, Oxford