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MENDENHALL ET AL. Government of Kenya. 2014. Press statement by Cabinet Secretary for Interior and Coordination of National Government on Refugees and National Security, March 26, 2014. Goyens, Philippe, Denis Porignon, Etienne Mugisho Soron’gane, Rene Tonglet, Philippe Hennart, and Henri Louis Vis. 1996. “Humanitarian Aid and Health Services in Eastern Kivu, Zaïre: Collaboration or Competition?” Journal of Refugee Studies 3: 268-80. Hattie, John. 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge. Independent Policing Oversight Authority (IPOA). 2014. Monitoring Report on Operation Sanitization Eastleigh Publically Known as “Usalama Watch.” Nairobi: IPOA. Inter-Agency Network for Education in Emergencies (INEE). 2010. “Minimum Standards for Education: Preparedness, Response, Recovery.” New York: INEE. INEE. 2015. “Where It’s Needed Most: Quality Professional Development for All Teachers.” New York: INEE. Karanja, Lucy. 2010. “The Educational Pursuits and Obstacles of Urban Refugee Students in Kenya.” International Journal of Cross Disciplinary Subjects in Education 1 (3): 147-55. Kirk, Jackie, and Rebecca Winthrop. 2007. “Promoting Quality Education in Refugee Contexts: Supporting Teacher Development in Northern Ethiopia.” International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft 53: 715-23. doi: 10.1007/s11159-007-9061-0. Kirui, P., and J. Mwaruvio. 2012. “The Dilemma of Hosting Refugees: A Focus on the Insecurity in North Eastern Kenya.” International Journal of Business and Social Sciences 3 (8): 161-71. Lambo, Idil. 2005. “In the Shelter of Each Other: Notions of Home and Belonging Amongst Somali Refugees in Nairobi.” In New Issues in Refugee Research, research paper no. 233. Geneva: UNHCR, Policy Development and Evaluation Service. Lindley, Anna. 2011. “Between Protracted and a Crisis Situation: Policy Responses to Somali Refugees in Kenya.” Refugee Survey Quarterly 30 (4): 14-49. 124 Journal on Education in Emergencies
QUALITY EDUCATION FOR REFUGEES IN KENYA Mtika, Peter, and Peter Gates. 2010. “Developing Learner-Centred Education Among Secondary Trainee Teachers in Malawi: The Dilemma of Appropriation and Application.” International Journal of Educational Development 30: 396- 404. OECD. 2009. “PISA 2009 Results: Overcoming Social Background Equity in Learning Opportunities and Outcomes” (Vol. II). Paris: OECD. Omondi, G., and J. Emanikor. 2012. Joint Assessment of the Education Sector in Kakuma Refugee Camp. Turkana County, Kenya: UNHCR, UNICEF, IPS. Paris, Cynthia, and Barbara Combs. 2006. “Lived Meanings: What Teachers Mean When They Say They Are Learner Centered.” Teachers & Teaching: Theory and Practice 12: 571-92. Pavanello, Sara, Samir Elhawary, and Sara Pantuliano. 2010. Hidden and Exposed: Urban Refugees in Nairobi, Kenya. London: Overseas Development Institute, Humanitarian Policy Group. Penson, Jonathan, and Barry Sesnan. 2012. Educators in Exile: The Status of Refugee Teachers. London: Commonwealth Secretariat. Psacharopoulos, George, and Harry Anthony Patrinos. 2004. “Returns to Investment in Education: A Further Update.” Education Economics 12: 111- 34. Republic of Kenya. 2012. “Task Force on the Re-Alignment of the Education Sector to the Constitution of Kenya 2010.” Nairobi: Ministry of Education. Robinson, Jenny Perlman. 2011. A Global Compact on Learning: Taking Action on Education in Developing Countries. Washington, DC: Brookings Institution. Schweisfurth, Michele. 2011. “Learner-Centred Education in Developing Country Contexts: From Solution to Problem?” International Journal of Educational Development 31: 425-32. Schweisfurth, Michele. 2013. Learner-Centred Education in International Perspective: Whose Pedagogy for Whose Development? New York: Routledge. Schweisfurth, Michele. 2015. “Learner-Centred Pedagogy: Towards a Post-2015 Agenda for Teaching and Learning.” International Journal of Educational Development 40 (1): 259-66. Shields, Robin, and Julia Paulson. 2015. “‘Development in Reverse’? A Longitudinal Analysis of Armed Conflict, Fragility and School Enrolment.” Comparative Education 51: 212-30. doi: 10.1080/03050068.2014.953314. October 2015 125
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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
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TORRENTE ET AL. strategy, whereby s
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TORRENTE ET AL. Student Sample Stud
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TORRENTE ET AL. for children from f
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TORRENTE ET AL. subsequently added
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TORRENTE ET AL. Characteristics at
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TORRENTE ET AL. of students’ gend
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TORRENTE ET AL. Table 3: Multilevel
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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 106 and 107: MENDENHALL ET AL. science teacher a
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 126 and 127: MENDENHALL ET AL. Sieff, Kevin. 201
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Page 132 and 133: REISMAN AND JANKE INTRODUCTION Usin
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
Page 152 and 153: REISMAN AND JANKE to 9-12 weeks per
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
Page 160 and 161: REISMAN AND JANKE • Where there i
Page 162 and 163: REISMAN AND JANKE To be useful in t
Page 164 and 165: REISMAN AND JANKE for what CSE can
Page 166 and 167: REISMAN AND JANKE Government of Sou
Page 168 and 169: BOOK REVIEW But King’s third mess
Page 170 and 171: BOOK REVIEW (Bickmore 1999). The re
Page 172 and 173: 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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