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TORRENTE ET AL. et al. 2012). Collecting detailed records of actual program implementation is key to understanding heterogeneous and negative treatment impacts, and could have shed light on our unexpected findings. Unfortunately, we did not collect such data. A fourth limitation is the lack of qualitative data, which could have provided alternative explanations for our findings and deepened our understanding of educators’ and students’ perceptions of the program. Fifth, the generalizability of our findings is limited to schools in Katanga province and similar contexts. Sixth, and last, about 8 percent of the sample (n = 351) was excluded due to missing data (6.7 percent) or data-collection errors (1.7 percent). It is important to note, however, that the rate of missing data did not differ significantly by treatment condition and should not introduce bias to our estimates of treatment impacts. Despite these limitations, this study is the first to report results from an experimental evaluation of a universal school-based program that aims to improve the quality of school interactions and students’ well-being in a low-income African country that has been affected by decades of conflict. Albeit inconclusive, our results show that universal school-based programs like Learning to Read in a Healing Classroom offer a promising approach to transforming the education opportunities of children in countries like the DRC. However, more research is needed to replicate these findings and to determine whether the positive impacts will be sustained and outweigh the potential negative impacts on students. 82 Journal on Education in Emergencies
QUALITY SCHOOL INTERACTIONS AND STUDENT WELL-BEING IN THE DRC REFERENCES Aber, J. Lawrence, Joshua L. Brown, Stephanie M. Jones, Juliette Berg, and Catalina Torrente. 2011. “School-Based Strategies to Prevent Violence, Trauma, and Psychopathology: The Challenges of Going to Scale.” Development and Psychopathology 23 (2): 411–21. doi:10.1017/S0954579411000149. Aber, J. Lawrence, Catalina Torrente, Leighann Starkey, Brian Johnston, Edward Seidman, Anjuli Shivshanker, Nina Weisenhorn, and Jeannie Annan. “Causal Impacts of ‘Learning to Read in a Healing Classroom’ on Congolese Children’s Reading and Math Skills: First Year Results. Preprint, submitted 2015. Ahnert, Lieselotte, Elena Harwardt-Heinecke, Gregor Kappler, Tina Eckstein- Madry, and Anne Milatz. 2012. “Student-Teacher Relationships and Classroom Climate in First Grade: How Do They Relate to Students’ Stress Regulation?” Attachment & Human Development 14 (3): 249–63. doi:10.108 0/14616734.2012.673277. Allen, Joseph, Anne Gregory, Amori Mikami, Janetta Lun, Bridget Hamre, and Robert Pianta. 2013. “Observations of Effective Teacher-Student Interactions in Secondary School Classrooms: Predicting Student Achievement with the Classroom Assessment Scoring System-Secondary.” School Psychology Review 42 (1): 76. Betancourt, Theresa S., and Timothy Williams. 2008. “Building an Evidence Base on Mental Health Interventions for Children Affected by Armed Conflict.” Intervention 6 (1): 39–56. doi:10.1097/WTF.0b013e3282f761ff. Betancourt, Theresa S., Ryan McBain, Elizabeth A. Newnham, and Robert T. Brennan. 2012. “Trajectories of Internalizing Problems in War-Affected Sierra Leonean Youth: Examining Conflict and Postconflict Factors.” Child Development 84 (2): 455–70. doi:10.1111/j.1467-8624.2012.01861.x. Blankemeyer, Maureen, Daniel J. Flannery, and Alexander T. Vazsonyi. 2002. “The Role of Aggression and Social Competence in Children’s Perceptions of the Child-Teacher Relationship.” Psychology in the Schools 39 (3): 293–304. doi:10.1002/pits.10008. Buhs, Eric. S., Gary W. Ladd, and Sarah L. Herald. 2006. “Peer Exclusion and Victimization: Processes That Mediate the Relation between Peer Group Rejection and Children’s Classroom Engagement and Achievement.” Journal of Educational Psychology 98 (1): 1. October 2015 83
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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
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PAULSON internal conflict in contem
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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 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 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
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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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