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MENDENHALL ET AL. at Sud Academy, a female pupil asked a question about insectivorous plants. The teacher felt comfortable saying that he did not have an immediate answer, but he promised to get it and to discuss it with the pupil later on. Absence of Activities to Promote (and Opportunities to Demonstrate) Conceptual Learning In the classes we observed, opportunities for conceptual learning and meaningful engagement were extremely limited, regardless of the teachers’ training credentials and the type of school setting. For example, at New Eastleigh, only a few teachers made an effort to engage learners in deeper analysis. In a science lesson on water conservation, for example, the teacher primarily asked questions that did not require conceptual understanding, such as “What is irrigation?” She did ask one question that required a synthesis of information on water conservation: “How does polluted water affect animals?” The same was true at the Kakuma schools. For example, during a lesson on industry in eastern Africa at Fuji, a teacher lectured about the importance of industries in the region, listing such reasons as that they offer employment; they produce raw materials such as copper, coffee, and tea; they pay taxes, which provides a source of revenue for the government; and they improve the economy, which helps to support the schools. There was no discussion of industry, employment, taxation, or any related topics, nor was there any mention of specific industries, including the local industries. The pupils’ opportunity for meaningful engagement on an important topic was thus lost. Across our 27 observations in Kakuma, we witnessed only one memorable instance of an activity to promote conceptual learning. In a science class at Kismayo, the teacher used various examples to promote students’ conceptual understanding of heat transfer. He first connected the lesson to the pupils’ everyday lives by drawing pictures on the board and referring to familiar examples in the camp. 110 Journal on Education in Emergencies
QUALITY EDUCATION FOR REFUGEES IN KENYA Next he showed the class a piece of metal and asked what would happen if you put it over a candle: “Can you hold the metal after ten minutes? Can you do it?” He then answered his own question: “No, maybe hold it for two minutes, but after conduction happens, no.” The teacher then shared stories that the pupils could relate to, such as the following: Mr. Kalulu went to the market and bought a colorful vessel, but it was made of plastic. After he set it out to heat his water for his tea, he came back and found that it was gone. He thought someone had bewitched him, but no. Mr. Kalulu had just made bad choices. The teacher concluded the lesson by asking pupils to bring in examples the following day of good and poor heat conductors, which they would use in a practical training exercise. This lesson required active student involvement and meaningful engagement, and applied an otherwise abstract lesson to the students’ everyday lives. With smaller classes and better resources, the teachers at Angelina Jolie were able to allow more learner talk and discursive interaction, but the lessons still rarely promoted conceptual thinking. For example, in a CRE lesson on sexual immorality, the teacher controlled the classroom discourse, and both teacher and pupils maintained their assumptions that there were right and wrong answers to each question. Below is an excerpt from this class discussion: T: So youth must avoid sexual immorality. An idle mind is the devil’s workshop. SG: Teacher, if a 14-year-old girl prays to God to give her a child, what should be the answer: yes, no, maybe, or next year? Which is right? [Lots of girls want to give an answer.] SG: The answer is waiting. SG: Is it bad to marry as a teen? T: It is not bad, but it is not wise. Teens don’t have good decision making. October 2015 111
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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
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TORRENTE ET AL. Africa. Teachers li
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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
Page 72 and 73: TORRENTE ET AL. Table 3: Multilevel
Page 74 and 75: TORRENTE ET AL. Table 4: Three Leve
Page 76 and 77: TORRENTE ET AL. Mental Health Probl
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 106 and 107: MENDENHALL ET AL. science teacher a
Page 108 and 109: MENDENHALL ET AL. There are many ty
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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Page 134 and 135: REISMAN AND JANKE New challenges ar
Page 136 and 137: REISMAN AND JANKE youth aged 15 to
Page 138 and 139: REISMAN AND JANKE This improved acc
Page 140 and 141: REISMAN AND JANKE According to the
Page 142 and 143: REISMAN AND JANKE • Renovated or
Page 144 and 145: REISMAN AND JANKE To address these
Page 146 and 147: REISMAN AND JANKE • Accelerate im
Page 148 and 149: REISMAN AND JANKE takes place; anal
Page 150 and 151: REISMAN AND JANKE simply does not m
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Page 154 and 155: REISMAN AND JANKE Domain 4, Standar
Page 156 and 157: REISMAN AND JANKE In cases where go
Page 158 and 159: 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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