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TORRENTE ET AL. Mental Health Problems Similar to the findings for victimization, we did not find a statistically detectable main effect of the program on students’ mental health problems (see table 3, column 4), and there were no differential treatment impacts as a function of school baseline levels of mental health problems or students’ gender (see table 4, column 3). Moderation analyses showed that treatment impacts did vary significantly as a function of student grade and language minority status (see figures 8 and 9). However, follow-up comparisons of treatment effects within grade (grade 2, b = -.01, p = .86; grade 3, b = -.06, p = .44; grade 4, b = -.11, p = .19), and for language minority and majority students (language majority, b = -.07, p = .38; language minority, b = .02, p = .79), revealed no statistically significant differences across treatment conditions. Akin to the victimization findings, treatment impacts were not the same across grades and language minority status, but none of these treatment effects was significantly different from zero. Overall, the program had differential impacts on students’ mental health problems, with higher-grade and language majority students showing decreases (though not necessarily significant) relative to lower-grade and language minority students. Figure 8: Mental Health Problems, Treatment by Grade Moderation NOTE: Y axis is truncated for clearer presentation. 76 Journal on Education in Emergencies
QUALITY SCHOOL INTERACTIONS AND STUDENT WELL-BEING IN THE DRC Figure 9: Mental Health Problems, Treatment by Child Language Minority Moderation NOTE: Y axis is truncated for clearer presentation. DISCUSSION This paper presents results from the first experimental evaluation of a universal school program aimed at improving teacher practices, school interactions, and student well-being and academic outcomes in the DRC, a low-income country that has endured decades of violent conflict. In this paper, we asked whether the program Learning to Read in a Healing Classroom improved two sets of outcomes: the quality of school social and pedagogical interactions, and students’ subjective well-being. Analyses after one year of partial implementation show promising but mixed results. In terms of quality school interactions, there were positive impacts on students’ perceptions of supportive schools and teachers, but negative impacts on students’ perceptions of predictability and cooperation in the school and classroom. For students’ subjective well-being, the program had no main effects, but there were significant differential effects for subgroups of students. Each of these findings is discussed in detail below. October 2015 77
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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
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 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 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
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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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