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MENDENHALL ET AL. science teacher at Fuji taught a fairly short lesson on mineral salts to the 149 pupils. The lesson consisted entirely of a lecture; there were no varied activities, no guided or independent practice. The teacher copied content from the textbook onto the chalkboard, including the following table: Minerals Sources Use in the Body Calcium Milk, millet, matumbo (offal), and small fish eaten whole, for example omena For making strong bones and teeth. Helps in the clotting of blood to stop bleeding when one is injured. Phosphorous Milk, beans, egg Works together with calcium and vitamin D in the formation of strong bones and teeth Iron Meat, eggs, kale, spinach Helps to make the blood healthy The teacher then lectured about the material on the board, interspersing his lecture with closed questions—that is, only one correct answer is presumed, such as, “What have I said are some sources of minerals?” The pupils answered in unison by reading from the table. The mathematics classes were most likely to combine lecture with pupil activity. Math teachers regularly explained a principle or an idea and then put a series of problems on the board for the pupils to solve, giving them guided practice. Such classes were highly interactive, though repetitive, and they focused on factual information and “correct” answers. Thus it could not be said that the students experienced active individual involvement or meaningful engagement. Teacher Reliance on Factual Questions to Check Literal Comprehension The majority of the teachers we observed relied extensively on factual questions, which they posed to check students’ literal comprehension. Even when a lesson was highly interactive, the focus was on “correct” answers. The questions we heard were primarily closed, including in all four lessons we observed at New Eastleigh. For example, a social studies teacher asked, “What is trade?” to which the pupils repeated, in unison, the predefined term. The teacher then asked, “We have two forms of trade, which ones are they? Who can tell me?” The only accepted answers in this case were “domestic” and “international.” In a science class at New Eastleigh, the teacher asked, “Who has an idea about friction?” This question seemed to be more open, but it was in fact intended to elicit a specific definition of friction—again, the only accepted response. 106 Journal on Education in Emergencies
QUALITY EDUCATION FOR REFUGEES IN KENYA In the classes we observed across the school sites, there was a strong emphasis on the memorization of facts and definitions. For example, in a Christian Religious Education (CRE) lesson on the topic of ability and talent, the teacher asked questions such as, “Who will give us the definition of the term ‘talent’?” and “Who will give us the definition of the term ‘ability’?” Finally, in a math revision class, the teacher asked such questions as, “What are the different types of triangles?” The vast majority of questions were aimed at determining students’ literal comprehension. Many of these comprehension checks occurred at the group level, with pupils being asked, “Are we together?” “Are we getting it?” “Do you understand?” They were expected to respond with a chorus of “Yes,” which seemed to be more of a habit than a genuine response. For example, in a social studies class at New Eastleigh in Nairobi, when the teacher asked, “Have you finished?” the class chorused, “Yes,” although almost every pupil kept their head bent over their exercise book and continued to write. During lessons we observed, the majority of the teachers used rising intonation that required pupils to provide the correct answer in a choral response, often by completing the teacher’s sentence. In this transcript from a science class at Fuji, the question mark in the teacher’s lines indicates rising intonation. T: Please close your books so that you can explain what is written on the board. What have we said about vitamins? I have said that vitamins are protective of our bodies. They protect our bodies from disease. What have I said are some sources of vitamins? SB: Food. 7 T: Yeah. Some of the sources of vitamins are fruits and?⁷ SS: Vegetables. T: So today I want to talk about mineral? SS: Salts. T: We have said that mineral salts are present in many types of food. 7 In presenting excerpts of classroom dialogue, we use T to mean teacher, SG to mean a girl pupil, SB to mean a boy pupil, and SS to mean multiple pupils. October 2015 107
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VOLUME 1 NUMBER 1 OCTOBER 2015 JOUR
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JOURNAL ON EDUCATION IN EMERGENCIES
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BURDE power to guarantee the right
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BURDE ISSUES AND CONTENTS The journ
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BURDE Since the late 1990s, IRC has
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BURDE The authors note that working
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“WHETHER AND HOW?” HISTORY EDUC
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PAULSON children should be taught t
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PAULSON I conducted English languag
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PAULSON and Stammer 2013; Torsti 20
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PAULSON enquiry-based approach to t
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PAULSON The history of recent confl
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PAULSON (2004) explain that “pain
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PAULSON internal conflict in contem
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PAULSON context” (King 2014, 137)
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PAULSON In Israel, new history text
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PAULSON In addition to these positi
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PAULSON Controversy, Protest, and P
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PAULSON APPENDIX Analysis Author(s)
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PAULSON REFERENCES Ahonen, Sirkka.
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PAULSON Freedman, Sarah Warshauer,
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PAULSON Murphy, Karen, and Tony Gal
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PAULSON Stover, Eric, and Harvey M.
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IMPROVING THE QUALITY OF SCHOOL INT
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TORRENTE ET AL. Improving the quali
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TORRENTE ET AL. postconflict Guatem
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TORRENTE ET AL. Only a handful of r
Page 56 and 57: TORRENTE ET AL. Africa. Teachers li
Page 58 and 59: TORRENTE ET AL. The integrated reso
Page 60 and 61: TORRENTE ET AL. strategy, whereby s
Page 62 and 63: TORRENTE ET AL. Student Sample Stud
Page 64 and 65: TORRENTE ET AL. for children from f
Page 66 and 67: TORRENTE ET AL. subsequently added
Page 68 and 69: TORRENTE ET AL. Characteristics at
Page 70 and 71: TORRENTE ET AL. of students’ gend
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Page 78 and 79: TORRENTE ET AL. Impacts on the Qual
Page 80 and 81: TORRENTE ET AL. Overall, these resu
Page 82 and 83: TORRENTE ET AL. et al. 2012). Colle
Page 84 and 85: TORRENTE ET AL. Burde, Dana, Amy Ka
Page 86 and 87: TORRENTE ET AL. Hagelskamp, Carolin
Page 88 and 89: TORRENTE ET AL. Miller, Kenneth E.
Page 90 and 91: TORRENTE ET AL. Tol, Wietse A., Cor
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Page 94 and 95: MENDENHALL ET AL. northwestern Keny
Page 96 and 97: MENDENHALL ET AL. Second, the langu
Page 98 and 99: MENDENHALL ET AL. colleagues, who i
Page 100 and 101: MENDENHALL ET AL. These principles
Page 102 and 103: MENDENHALL ET AL. attend schools se
Page 104 and 105: MENDENHALL ET AL. First, we selecte
Page 108 and 109: MENDENHALL ET AL. There are many ty
Page 110 and 111: MENDENHALL ET AL. at Sud Academy, a
Page 112 and 113: MENDENHALL ET AL. Notably, the teac
Page 114 and 115: MENDENHALL ET AL. The confluence of
Page 116 and 117: MENDENHALL ET AL. New teachers ofte
Page 118 and 119: MENDENHALL ET AL. In our analysis,
Page 120 and 121: MENDENHALL ET AL. The head teacher
Page 122 and 123: MENDENHALL ET AL. particularly in c
Page 124 and 125: MENDENHALL ET AL. Government of Ken
Page 126 and 127: MENDENHALL ET AL. Sieff, Kevin. 201
Page 128 and 129: MENDENHALL ET AL. APPENDIX 1 List o
Page 130 and 131: MENDENHALL ET AL. 4.2 Teacher used
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REISMAN AND JANKE In cases where go
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REISMAN AND JANKE • the costs of
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REISMAN AND JANKE • Where there i
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REISMAN AND JANKE To be useful in t
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REISMAN AND JANKE for what CSE can
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REISMAN AND JANKE Government of Sou
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BOOK REVIEW But King’s third mess
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BOOK REVIEW (Bickmore 1999). The re
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CONTRIBUTORS J. LAWRENCE ABER (la39
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CONTRIBUTORS research has shown tha
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CONTRIBUTORS Homelessness; and she
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development and application of tool
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