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TORRENTE ET AL. Student Sample Students in the second, third, and fourth grades were randomly selected by field research staff from school rosters to participate in the evaluation. Before data collection, the field research team informed parent-teacher associations and school management about the study, and posted flyers asking primary caregivers to tell the school if they did not want their children to participate. All selected students gave their verbal assent to participate, and no parents or guardians refused. The target sample size per school was eighty-one students (i.e., twentyseven per grade), but the actual sample sizes varied substantially. In the second year, a minimum of thirty and a maximum of eighty-one students per school were assessed in the sixty-three sample schools. Data were collected on a total of 4,208 students; however, 6.7 percent (n = 280) of those students were missing gender data, and 1.7 percent (n = 71) had unreliable data. These students (n = 351) were excluded from all analyses. To determine if gender was differentially missing by treatment condition, we fitted a multilevel logistical regression in which gender missingness (i.e., missing data) was predicted by treatment. We found no evidence to suggest differential missingness across treatment conditions. Furthermore, we found no significant gender differences at baseline (2011) for each of the four outcomes examined in this study. These findings suggest that missingness does not pose a threat to the study’s internal validity. The effective sample for this study consists of 3,857 students (48 percent female, mean age 10.3, SD = 2.1), evenly distributed across grades two through four (35.8 percent grade 2, 32.7 percent grade 3, and 31.5 percent grade 4). The majority of students spoke Swahili as their mother tongue (84.8 percent), but there was substantial language diversity (Kisanga, 5.4 percent; Kibemba, 5.1 percent; Kiluba, 2 percent; French, 0.7 percent; other languages, 2 percent). Students were distributed across subdivisions, as follows: 20.7 percent in Kalemie, 24.1 percent in Kongolo, 25.4 percent in Mutshatsha, and 29.8 percent in Lubudi. Due to a high level of student mobility, the lack of an official education management information system with unique child identifiers, and difficulty in using students’ names as reliable identifiers, we were unable to track students over time. Therefore, the outcome scores of students assessed in the first wave were aggregated to the school level to adjust for schools’ baseline characteristics. 62 Journal on Education in Emergencies
QUALITY SCHOOL INTERACTIONS AND STUDENT WELL-BEING IN THE DRC Measures Measures used in this paper were developed using questions from previously validated surveys, such as the American Institutes for Research Conditions for Learning survey (UNICEF 2009; Godfrey et al. 2012) and the Strengths and Difficulties Questionnaire (Goodman 1997), as well as questions written by the authors to capture key aspects of the program (i.e., classroom predictability and cooperation). Some of the measures had been widely used in low- and middleincome African countries, but others were being used in that context for the first time. The measures were translated and back translated from English to French (the official language of instruction), and subsequently translated into Swahili and Kibemba to improve comprehension. The measures were piloted, refined, and shortened before and after baseline data collection using factor analysis and internal reliability techniques. The four outcome measures used in this study were based on theoretical considerations and results from factor analyses, which suggest four internally coherent and empirically distinct latent factors: supportive and caring schools and teachers, predictable and cooperative learning environments, victimization, and mental health problems (details available upon request). Internal reliabilities for the four outcome measures were consistent across all grade levels. Local data collectors trained by the IRC administered all measures verbally and chose whether to administer the surveys in French, Swahili, or Kibemba, depending on each child’s language ability. Quality School Interactions Supportive Schools and Teachers Students’ perceptions of support were assessed using seventeen items from two previously validated measures, which asked students about how welcome, included, intellectually engaged, and emotionally supported they felt at school. Fourteen items were drawn from two subscales of the Conditions for Learning Survey (UNICEF 2009): (1) Safe, Inclusive, and Respectful Climate, and (2) Challenging Student-Centered Learning Environment. The first subscale measured students’ perceptions of the support and care they received from teachers, and the extent to which students felt welcomed, respected, and safe at school (e.g., “Your teachers treat you with respect,” “Teachers at your school are interested in what students like you have to say,” “The school is a welcoming place October 2015 63
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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
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 58 and 59: TORRENTE ET AL. The integrated reso
Page 60 and 61: TORRENTE ET AL. strategy, whereby s
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
Page 108 and 109: MENDENHALL ET AL. There are many ty
Page 110 and 111: 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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