JOURNAL

Recommendations

Info

TORRENTE ET AL. Burde, Dana, Amy Kapit, Rachel Wahl, Ozen Guven, and Margot Skarpeteig. Forthcoming. “Education in Emergencies: A Review of Theory and Research.” Cameron, Claire E., Carol McDonald Connor, Frederick J. Morrison, and Abigail M. Jewkes. 2008. “Effects of Classroom Organization on Letter-Word Reading in First Grade.” Journal of School Psychology 46 (2): 173–92. doi:10.1016/j. jsp.2007.03.002. Cluver, Lucie, Lucy Bowes, and Frances Gardner. 2010. “Risk and Protective Factors for Bullying Victimization among AIDS-Affected and Vulnerable Children in South Africa.” Child Abuse & Neglect 34 (10): 793–803. Collier, Paul, and Nicholas Sambanis. 2002. Understanding Civil War. Washington, DC: Sage. http://elibrary.worldbank.org/doi/pdf/10.1596/978-0-8213-6047- 7. de Baessa, Yetilú, Ray Chesterfield, and Tanya Ramos. 2002. “Active Learning and Democratic Behavior in Guatemalan Rural Primary Schools.” Compare 32 (2): 205–18. de Jong, Joop T. V. M. 2010. “A Public Health Framework to Translate Risk Factors Related to Political Violence and War into Multi-Level Preventive Interventions.” Social Science & Medicine 70 (1): 71–79. doi:10.1016/j. socscimed.2009.09.044. Deci, Edward L., and Richard M. Ryan. 2000. “The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-Determination of Behavior.” Psychological Inquiry 11 (4): 227–68. doi:10.2307/1449618?ref= searchgateway:68c3ca82a003ff05bb52da89cffb58d2. Deci, Edward L., Robert J. Vallerand, Luc G. Pelletier, and Richard M. Ryan. 1991. “Motivation and Education: The Self-Determination Perspective.” Educational Psychologist 26 (3-4): 325–46. Domitrovich, Celene E., Catherine P. Bradshaw, Jeanne M. Poduska, Kimberly Hoagwood, Jacquelyn A. Buckley, Serene Olin, Lisa Hunter Romanelli, Philip J. Leaf, Mark T. Greenberg, and Nicholas S. Ialongo. 2008. “Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework.” Advances in School Mental Health Promotion 1 (3): 6–28. doi:10.1080/1754730X.2008.9715730. Durlak, Joseph A., Roger P. Weissberg, Allison B. Dymnicki, Rebecca D. Taylor, and Kriston B. Schellinger. 2011. “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions.” Child Development 82 (1): 405–32. doi:10.1111/j.1467- 8624.2010.01564.x. 84 Journal on Education in Emergencies
QUALITY SCHOOL INTERACTIONS AND STUDENT WELL-BEING IN THE DRC Emerson, Ann, Lisa Deyo, Mohammad Shoaib, and Jamil Ahmed. 2010. “Teacher Peer Learning Groups: Contributing Factors to Cluster Sustainability.” Journal of Education for International Development 4 (3): 1–16. Fleming, Lila C., and Kathryn H. Jacobsen. 2010. “Bullying Among Middle- School Students in Low and Middle Income Countries.” Health Promotion International 25 (1): 73–84. Frazier, Julia R. 2009. A Case Study of a Pilot Teacher Study Group in Senegal. West Yorkshire, UK: Leeds Metropolitan University. Frisoli, Paul St. John. 2014. “Teachers’ Experiences of Professional Development in (Post)Crisis Katanga Province, Southeastern Democratic Republic of Congo: A Case Study of Teacher Learning Circles.” Amherst, MA: University of Massachusetts. Gaible, Edmond, and Mary Burns. 2005. Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries. Washington, DC: infoDev/World Bank. http://www.infodev.org/ en/Publication.13.html. Gakidou, Emmanuela, Krycia Cowling, Rafael Lozano, and Christopher J. L. Murray. 2010. “Increased Educational Attainment and Its Effect on Child Mortality in 175 Countries Between 1970 and 2009: A Systematic Analysis.” The Lancet 376 (9745): 959–74. Godfrey, Erin B., David Osher, Leslie Williams, Sharon Wolf, Juliette Berg, Catalina Torrente, Elizabeth Spier, and J. Lawrence Aber. 2012. “Cross-National Measurement of School Learning Environments: Creating Indicators for Evaluating UNICEF’s Child Friendly Schools Initiative.” Children and Youth Services Review 34 (3): 546-557. doi:10.1016/j.childyouth.2011.10.015. Goodman, R. 1997. “The Strengths and Difficulties Questionnaire: A Research Note.” Journal of Child Psychology and Psychiatry and Allied Disciplines 38 (5): 581–86. doi:10.1111/j.1469-7610.1997.tb01545.x. Grantham-McGregor, Sally, Yin Bun Cheung, Santiago Cueto, Paul Glewwe, Linda Richter, and Barbara Strupp. 2007. “Developmental Potential in the First 5 Years for Children in Developing Countries.” The Lancet 369 (9555): 60–70. Griffith, James. 2002. “A Multilevel Analysis of the Relation of School Learning and Social Environments to Minority Achievement in Public Elementary Schools.” The Elementary School Journal 102 (5): 349–66. October 2015 85
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 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 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?