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TORRENTE ET AL. Impacts on the Quality of School Interactions The program had significant but mixed effects on the quality of school and classroom social and instructional interactions. After one year of partial implementation, students in the treatment condition perceived their schools and teachers to be more supportive and caring, but also less predictable and cooperative. Specifically, students in treatment schools felt more welcome, respected, and safe, and more supported by their teachers; they also experienced their classrooms as being more intellectually engaging and stimulating than students in the wait-list control condition. This finding is well aligned with IRC’s intended objectives for the program, with the research team’s hypotheses, and with prior research. Learning to Read in a Healing Classroom equips teachers with student-centered pedagogical techniques, such as greeting all students by name, reducing the use of corporal punishment, and encouraging classroom participation, which predict positive changes in students’ subjective experience of the classroom and school contexts. We expect that, with time, such contextual and subjective changes will enhance students’ well-being and ability to learn. Research from high-income countries has shown that school-based programs that integrate social and emotional learning principles—those focused on improving the interactions between students and teachers and among students— into core academic curricula improve teacher practices and the quality of learning environments (Seidman 2012; Durlak et al. 2011). Our study extends those results to low-income countries affected by conflict. Contrary to our expectations, students in treatment schools also perceived their learning environments to be less predictable and cooperative than students in the control condition. Children in the treatment condition reported knowing less about their school activities and perceived that teachers encouraged them less to cooperate and share with their peers. Given that this was the first year of a whole-school program aimed at transforming school and classroom practices, students may have felt disoriented about their school routines and activities. This negative effect was not significant for students in second grade, which lends support to the notion that students who have spent more time in school and are presumably more accustomed to the school’s routines would find the changes brought about by the program disorienting. Evidence from a qualitative case study in five treatment schools indicated that some teachers did not initially feel comfortable implementing the new instructional strategies. Teacher discomfort may have led to more hesitation and less clarity in the flow of classroom activities, which could have increased students’ sense of uncertainty about their classroom routines (Frisoli 2014). The negative findings could also be due to a “sensitization 78 Journal on Education in Emergencies
QUALITY SCHOOL INTERACTIONS AND STUDENT WELL-BEING IN THE DRC effect.” The program encouraged teachers to establish a schedule and to draw students’ attention to it. As a result, teachers and students in treatment schools may have become more aware of the schedule and developed expectations that it would be followed. Thus deviations from the schedule may have left students in treatment schools feeling more disoriented than students in control schools. On the other hand, prior research suggests that program effectiveness is likely to increase in the second year of implementation (Domitrovich et al. 2008). One of the reasons to expect this improvement is participants’ growing familiarity with the program. Therefore, we expect this negative effect to fade away as students and teachers become more familiar with LRHC. Nonetheless, if this finding is replicated in future studies, program designers should develop strategies to prevent negative impacts on students’ knowledge of their school routines, given that school-based universal programs intentionally introduce changes in school activities. This is particularly critical in contexts where schools and classrooms have the potential to provide structure and stability in the midst of otherwise unpredictable circumstances. It remains unclear, however, why students in treatment schools would feel less encouraged to cooperate and share with their classroom peers. It may be that in classrooms with over 50 students—which are common in the DRC—wholeclassroom techniques that do not require student cooperation and sharing are easier to manage and monitor than small-group collaborative techniques, and are therefore favored by teachers. Teachers equipped with better classroom management techniques as a result of the program may rely more on structured whole-classroom activities than teachers in the control condition. Overreliance on whole-classroom activities could reduce opportunities for peer cooperation. Even though we cannot test this hypothesis directly, we know that some teachers in the qualitative case study reported having difficulty with the use of small-group cooperative activities in classrooms with a large number of students, as they felt that the classroom became loud and chaotic (Frisoli 2014). Future studies should include observations of teacher practices and classroom processes to shed light on this unexpected finding. October 2015 79
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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
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PAULSON (2004) explain that “pain
Page 28 and 29: PAULSON internal conflict in contem
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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 76 and 77: TORRENTE ET AL. Mental Health Probl
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
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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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