JOURNAL

CONTRIBUTORS
Homelessness; and she also worked on a follow-up study of the 4Rs Program,
a school-wide randomized social-emotional literacy intervention, at Fordham
University. Her research interests include the effects of SES transitioning on
markers of child cardiovascular health and how classroom environment intersects
with community violence exposure to influence socioemotional development.
MARY TANGELDER is the former project director for the IRC-University of
Nairobi partnership, which ended in 2014. She currently lives in Kenya and works
as an education advisor for Finn Church Aid. She continues to pursue her passion
for creating meaningful learning opportunities that will disrupt, challenge, and
transform individuals and communities.
CATALINA TORRENTE (catalina.torrente@yale.edu) is a postdoctoral research
associate at the Yale Center for Emotional Intelligence. Her research interests
center on identifying effective ways to support vulnerable children’s positive
development through evidence-based school interventions. Her work at Yale
focuses on developing and piloting a framework and measures to assess fidelity
of implementation for RULER, a school-based social and emotional learning
program. Prior to coming to Yale, she co-directed the evaluation of Opportunities
for Equitable Access to Quality Basic Education in the Democratic Republic of the
Congo and worked on several domestic control-randomized trials of school-based
social and emotional learning programs. Catalina received her BS in psychology
and anthropology from Universidad de los Andes in Colombia, and her PhD in
developmental psychology from New York University.
NINA WEISENHORN (Nina.Weisenhorn@rescue.org) is an international education
specialist with ten years of experience implementing education programs in
conflict-affected and early recovery contexts. She is currently the Emergency
Response Team senior education coordinator for the International Rescue
Committee. From 2009 to 2014, she led the expansion and technical advancement
of IRC’s education programs in the DRC through their design, implementation
and evaluation. As part of those programs, she managed the implementation of
a school-based in-service teacher training program of an integrated curriculum
of reading, math, and social and emotional skills instruction in primary schools
in DRC; designed an after-school tutoring program for academically struggling,
primary school girls and boys; led community mobilization activities to engage
parents in education; and oversaw a package of non-formal alternative education
opportunities for out-of-school youth in partnership with local organizations.
She received her masters of arts in international educational development from
Teachers College, Columbia University.
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Journal on Education in Emergencies