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TORRENTE ET AL. Tol, Wietse A., Corrado Barbui, Ananda Galappatti, Derrick Silove, Theresa S. Betancourt, Renato Souza, Anne Golaz, and Mark van Ommeren. 2011. “Mental Health and Psychosocial Support in Humanitarian Settings: Linking Practice and Research.” The Lancet 378 (9802): 1581–91. doi:10.1016/S0140- 6736(11)61094-5. Tol, Wietse A., Ivan H. Komproe, Dessy Susanty, Mark J. D. Jordans, Robert D. Macy, and Joop T. V. M. de Jong. 2008. “School-Based Mental Health Intervention for Children Affected by Political Violence in Indonesia: A Cluster Randomized Trial.” Journal of the American Medical Association 300 (6): 655–62. doi:10.1001/jama.300.6.655. Tol, Wietse A., Ivan H. Komproe, Mark J. D. Jordans, Anavarathan Vallipuram, Heather Sipsma, Sambasivamoorthy Sivayokan, Robert D. Macy, and Joop T. V. M. de Jong. 2012. “Outcomes and Moderators of a Preventive School- Based Mental Health Intervention for Children Affected by War in Sri Lanka: A Cluster Randomized Trial.” World Psychiatry 11 (2): 114–22. Tol, Wietse A., Suzan Song, and Mark J. D. Jordans. 2013. “Annual Research Review. Resilience and Mental Health in Children and Adolescents Living in Areas of Armed Conflict: A Systematic Review of Findings in Low- and Middle-Income Countries.” Journal of Child Psychology and Psychiatry 54 (4): 445–60. Torrente, Catalina, J. Lawrence Aber, Anjuli Shivshanker, Jeannie Annan, and Tom Bundervoet. 2011. “Opportunities for Equitable Access to Quality Basic Education (OPEQ). Baseline Report: Results from the Early Grade Reading Assessment, the Early Grade Math Assessment, and Children’s Demographic Data in Katanga Province, Democratic Republic of Congo.” http://steinhardt. nyu.edu/scmsAdmin/media/users/eez206/OPEQ/OPEQ_Baseline_Report_ EGRA_EGMA_2011_FINAL.pdfhttp://steinhardt.nyu.edu/scmsAdmin/ media/users/eez206/OPEQ/OPEQ_Baseline_Report_EGRA_EGMA_2011_ FINAL.pdf. Troop-Gordon, Wendy, Karen D. Rudolph, Niwako Sugimura, and Todd D. Little. 2014. “Peer Victimization in Middle Childhood Impedes Adaptive Responses to Stress: A Pathway to Depressive Symptoms.” Journal of Clinical Child and Adolescent Psychology: 1–14. http://www.tandfonline.com/doi/ full/10.1080/15374416.2014.891225#abstract. UNESCO. 2004. EFA Global Monitoring Report 2005. Paris: UNESCO Publishing. UNESCO. 2014. EFA Global Monitoring Report 2013–2014: Teaching and Learning Achieving Quality for All. Paris: UNESCO Publishing. 90 Journal on Education in Emergencies
QUALITY SCHOOL INTERACTIONS AND STUDENT WELL-BEING IN THE DRC UNICEF. 2009. “Child Friendly Schools Programming.” New York: United Nations Children’s Fund. UNICEF. 2013. “In Conflict-Torn Eastern Democratic Republic of the Congo, Children Displaced by War Get a Chance to Continue Their Education.” Democratic Republic of the Congo: United Nations Children’s Fund. http:// www.unicef.org/infobycountry/drcongo_66904.html. Wilson, H. Kent, Robert C. Pianta, and Megan Stuhlman. 2007. “Typical Classroom Experiences in First Grade: The Role of Classroom Climate and Functional Risk in the Development of Social Competencies.” The Elementary School Journal 108 (2): 81–96. Winthrop, Rebecca, and Jackie Kirk. 2008. “Learning for a Bright Future: Schooling, Armed Conflict, and Children’s Well-Being.” Comparative Education Review 52 (4): 639–61. Wolf, Sharon, Catalina Torrente, Paul S. J. Frisoli, Nina Weisenhorn, Anjuli Shivshanker, Jeannie Annan, and J. Lawrence Aber. 2015. “Preliminary Impacts of the ‘Learning to Read in a Healing Classroom’ Intervention on Teacher Well-being in the Democratic Republic of the Congo.” Teaching and Teacher Education 52: 24-36. Wright, Cream, and UNICEF. 2009. Child Friendly Schools Manual. New York: UNICEF Division of Communication. October 2015 91
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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)
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PAULSON In Israel, new history text
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PAULSON In addition to these positi
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PAULSON Controversy, Protest, and P
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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 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 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
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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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