Ahmet Kuscuoglu
Biographic Data
| ID | 6328269 |
|---|---|
| NAME | Ahmet Kuscuoglu |
| GIVEN NAMES | Ahmet |
| FAMILY NAME | Kuscuoglu |
| SIGNATURE | KUSCUOGLU A |
| AFFILIATIONS | University of Warwick |
| ORCID | 0000-0003-4489-3181 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Moving beyond placement
Debates in the education of deaf and hard-of-hearing (DHH) students have shifted from questions of placement in mainstream or special schools toward achieving meaningful inclusion that supports holistic development. However, inclusion is often viewed as a unified concept, with limited attention to how its emotional, social, and academic dimensions interact with contextual factors such as student factors, family factors, and school setting. Guided…
Academic self- concept, self-esteem and school attitudes in pre and mid adolescents
Children undergo significant changes as they enter secondary school, a time during which their social and academic self-concept is fluid and the pressures to adjust and show positive attitudes and behaviours are intense. Utilising data from the Millennium Cohort Study (Waves 4 and 5) the purpose of this study was two-fold: to examine longitudinal changes in academic self-concept, self-esteem and school attitudes in pre and mid adolescents through…
No prominent works on this page.
Academic self- concept, self-esteem and school attitudes in pre and mid adolescents
Children undergo significant changes as they enter secondary school, a time during which their social and academic self-concept is fluid and the pressures to adjust and show positive attitudes and behaviours are intense. Utilising data from the Millennium Cohort Study (Waves 4 and 5) the purpose of this study was two-fold: to examine longitudinal changes in academic self-concept, self-esteem and school attitudes in pre and mid adolescents through…
Moving beyond placement
Debates in the education of deaf and hard-of-hearing (DHH) students have shifted from questions of placement in mainstream or special schools toward achieving meaningful inclusion that supports holistic development. However, inclusion is often viewed as a unified concept, with limited attention to how its emotional, social, and academic dimensions interact with contextual factors such as student factors, family factors, and school setting. Guided…
Academic achievement (1 work) · Developmental psychology (1 work) · Early Childhood Education and Development (1 work) · General education (1 work) · Hearing Impairment and Communication (1 work) · Hearing Loss and Rehabilitation (1 work) · Inclusion (mineral) (1 work) · Inclusion and Disability in Education and Sport (1 work) · Longitudinal study (1 work) · Mainstream (1 work)