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TORRENTE ET AL. The integrated resource materials were developed in collaboration with the MEPSP curriculum experts and included a “Teacher Guide” and a “Model Lesson Plan Bank” for all six primary school grades. The “Teacher Guide” maps the content of foundational reading, writing, and social and emotional well-being. The “Model Lesson Plan Bank” is a guided tool that supports teachers throughout the school year to teach model reading and writing lessons that support students’ social and emotional well-being, and to create their own lesson plans. Integrated instructional materials were the main tools for teacher professional development. Teacher Learning Circles All teachers participated in an intensive LRHC initial training, and subsequently took part in continuous, long-term in-service training, which used a teacher professional development approach known as Teacher Learning Circles (TLCs). TLCs are rooted in the MEPSP’s Cellule de Base de formation et encadrement (Basic Unit for training and coaching), a practice that started in 1984 under the National Service for Teacher Training and has evolved over time to include a series of nested TLCs called Forums d’Echange Pédagogique (Pedagogical Exchange Forums). The TLCs included weekly grade-level meetings led by teachers, monthly school-level meetings led by school directors, and quarterly school cluster meetings led by cluster coordinators or master teacher trainers. 4 TLCs were designed to give teachers the opportunity to exchange information, collaborate, solve problems, and support and motivate one another in learning and implementing the new strategies, while also nurturing collegiality and an increased sense of professional self-worth (Frisoli 2014; IRC 2010). Learning circles were expected to facilitate ongoing training and coaching, and provide context-specific feedback from peers, school directors, and master teacher trainers. According to the program’s Theory of Change (see figure 1), participation in TLCs was hypothesized to increase teachers’ motivation and improve the social and pedagogical processes that occur in the classroom (Emerson et al. 2010; Frazier 2009; Gaible and Burns 2005). These changes were in turn expected to drive improvements in students’ well-being and academic performance. 4 School cluster meetings are a regrouping of primary school teachers from a group of official schools in geographic proximity. Schools are usually grouped in clusters of two to six schools. 58 Journal on Education in Emergencies
QUALITY SCHOOL INTERACTIONS AND STUDENT WELL-BEING IN THE DRC Training and Implementation OPEQ relied on a multilayered model to train school inspectors, school directors, and teachers. The program’s original rollout plan consisted of a sixday training for master teacher trainers—who were typically school directors, inspectors, or experienced teachers—on the teacher resource materials for Learning to Read in a Healing Classroom and Learning Math in a Healing Classroom, and in how to assess students’ learning outcomes and implement the TLCs. This training was to be completed by July 2011, after which master teacher trainers would train teachers at an initial workshop at the school-cluster level in August-September 2011, and provide ongoing coaching and support to teachers and school directors throughout the 2011-2012 academic year. Teachers were expected to organize weekly TLCs with their peers at the same grade level to practice and support each other in the implementation of the program, and they were expected to engage in their own professional development. School directors were expected to organize monthly TLC meetings with all teachers to provide coaching on the instructional practices. What actually happened, due to delays in finalizing and producing training materials, is that only the LRHC curriculum was rolled out according to plan. The math resources were not ready until March 2012, so teacher training on Learning Math in a Healing Classroom was postponed until the 2012-2013 academic year. Moreover, reports from the field indicated that the TLCs were not being implemented according to the timeline, with the intended intensity, or in the manner planned. Therefore, in the first half of 2012, teachers, school directors, and master trainers received additional training on how to conduct TLCs. This paper therefore examines the impact of a partial implementation of LRHC during the 2011-2012 academic year. METHODS Research Design The design of the current study is summarized in figure 2 and described in detail below. The data used are from the first and second waves of a multiyear evaluation of LRHC in the eastern DRC. The evaluation employed a cluster-randomized trial with a wait-list control design, whereby clusters of two to six schools—rather than individual schools, students, or teachers—were the unit of randomization. The use of a cluster-randomized design was driven by the intervention delivery October 2015 59
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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
Page 8 and 9: BURDE ISSUES AND CONTENTS The journ
Page 10 and 11: BURDE Since the late 1990s, IRC has
Page 12 and 13: BURDE The authors note that working
Page 14 and 15: “WHETHER AND HOW?” HISTORY EDUC
Page 16 and 17: PAULSON children should be taught t
Page 18 and 19: PAULSON I conducted English languag
Page 20 and 21: PAULSON and Stammer 2013; Torsti 20
Page 22 and 23: PAULSON enquiry-based approach to t
Page 24 and 25: PAULSON The history of recent confl
Page 26 and 27: PAULSON (2004) explain that “pain
Page 28 and 29: PAULSON internal conflict in contem
Page 30 and 31: PAULSON context” (King 2014, 137)
Page 32 and 33: PAULSON In Israel, new history text
Page 34 and 35: PAULSON In addition to these positi
Page 36 and 37: PAULSON Controversy, Protest, and P
Page 38 and 39: PAULSON APPENDIX Analysis Author(s)
Page 40 and 41: PAULSON REFERENCES Ahonen, Sirkka.
Page 42 and 43: PAULSON Freedman, Sarah Warshauer,
Page 44 and 45: PAULSON Murphy, Karen, and Tony Gal
Page 46 and 47: PAULSON Stover, Eric, and Harvey M.
Page 48 and 49: IMPROVING THE QUALITY OF SCHOOL INT
Page 50 and 51: TORRENTE ET AL. Improving the quali
Page 52 and 53: TORRENTE ET AL. postconflict Guatem
Page 54 and 55: TORRENTE ET AL. Only a handful of r
Page 56 and 57: TORRENTE ET AL. Africa. Teachers li
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
Page 92 and 93: QUALITY EDUCATION FOR REFUGEES IN K
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
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MENDENHALL ET AL. There are many ty
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MENDENHALL ET AL. at Sud Academy, a
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MENDENHALL ET AL. Notably, the teac
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MENDENHALL ET AL. The confluence of
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MENDENHALL ET AL. New teachers ofte
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MENDENHALL ET AL. In our analysis,
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MENDENHALL ET AL. The head teacher
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MENDENHALL ET AL. particularly in c
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MENDENHALL ET AL. Government of Ken
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MENDENHALL ET AL. Sieff, Kevin. 201
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MENDENHALL ET AL. APPENDIX 1 List o
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MENDENHALL ET AL. 4.2 Teacher used
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REISMAN AND JANKE INTRODUCTION Usin
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REISMAN AND JANKE New challenges ar
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REISMAN AND JANKE youth aged 15 to
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REISMAN AND JANKE This improved acc
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REISMAN AND JANKE According to the
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REISMAN AND JANKE • Renovated or
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REISMAN AND JANKE To address these
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REISMAN AND JANKE • Accelerate im
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REISMAN AND JANKE takes place; anal
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REISMAN AND JANKE simply does not m
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REISMAN AND JANKE to 9-12 weeks per
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REISMAN AND JANKE Domain 4, Standar
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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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