JOURNAL

Recommendations

Info

TORRENTE ET AL. of students’ gender or grade (see table 4, column 1). However, they did vary significantly as a function of students’ language minority status and school baseline scores. The program improved children’s perceptions of schools and teachers for language majority children (b = .12, p < .01) but not for language minority children (b = .04, p = .50) (see figure 3). Additionally, schools that started with a lower than average level of support (i.e., -1 SD) had improved scores (b = .21, p < .01) after one year in the treatment condition, whereas those with a higher than average level of support (i.e., +1 SD) did not change (b = .01, p = .87) (see figure 4). Overall, these results demonstrate that the program had a positive impact on students’ perceptions of support from their schools and teachers. Furthermore, the effects were stronger for language majority students and for students in schools that were initially perceived as being less supportive than average. Figure 3: Supportive Schools and Teachers, Treatment by Child Language Minority Moderation NOTE: Y axis is truncated for clearer presentation. 70 Journal on Education in Emergencies
QUALITY SCHOOL INTERACTIONS AND STUDENT WELL-BEING IN THE DRC Figure 4: Supportive Schools and Teachers, Treatment by School Baseline Moderation NOTE: Y axis is truncated for clearer presentation. Graphed at one standard deviation below and above the baseline mean. Predictable and Cooperative Contexts Contrary to our expectations, treatment showed a significant negative main effect on the predictable and cooperative contexts outcome (see table 3, column 2). Students in treatment clusters perceived lower levels of cooperation and predictability than students in control clusters (b = -.11, p = .09, d WT = -0.15). Moderation analyses showed that child gender, language minority status, and schools’ baseline scores did not qualify this negative effect (see table 4, column 2). However, there was a significant interaction with grade (see figure 5). Secondgrade students were not affected by treatment (b = -.04, p = .58), but third-grade (b = -.11, p = .08) and fourth-grade (b = -.18, p < .01) students showed the negative treatment effect. Thus, the program resulted in less predictable and cooperative contexts; this effect applied particularly to children in grades three and four. October 2015 71
Page 1 and 2:
VOLUME 1 NUMBER 1 OCTOBER 2015 JOUR
Page 3:
JOURNAL ON EDUCATION IN EMERGENCIES
Page 6 and 7:
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 58 and 59: 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 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
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
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
Page 174 and 175:
CONTRIBUTORS research has shown tha
Page 176:
CONTRIBUTORS Homelessness; and she
Page 179 and 180:
development and application of tool
show all

JOURNAL

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?