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MENDENHALL ET AL. colleagues, who identify three main principles of effective learning: “individual active involvement, social participation, and meaningful engagement” (Wagner et al. 2012, 2). We meld these two understandings with the “minimum standards” of learner-centered education proposed by Schweisfurth (2013): 1. Lessons are engaging to pupils, motivating them to learn (bearing in mind that different approaches might work in different contexts). 2. Atmosphere and conduct reflect mutual respect between teachers and pupils. Conduct such as punishment and the nature of relationships do not violate rights (bearing in mind that relationships might still be relatively formal and distant). 3. Learning challenges build on learners’ existing knowledge (bearing in mind that this existing knowledge might be seen collectively rather than individualistically). 4. Dialogue (not only transmission) is used in teaching and learning (bearing in mind that the tone of dialogue and who it is between may vary). 5. Curriculum is relevant to learners’ lives and perceived future needs, in a language accessible to them (mother tongue except where practically impossible) (bearing in mind that there will be tensions between global, national, and local understandings of relevance). 6. Curriculum is based on skills and attitude outcomes as well as content. These should include critical and creative thinking skills (bearing in mind that culture-based communication conventions are likely to make the “flavor” of this very different in different places). 7. Assessment follows up these principles by testing skills and by allowing for individual differences. It is not purely content-driven or based only on rote learning (bearing in mind that the demand for common examinations is unlikely to be overcome) (146). 98 Journal on Education in Emergencies
QUALITY EDUCATION FOR REFUGEES IN KENYA Finally, to develop the conceptual framework, we drew from “understanding by design,” specifically the WHERETO acronym for assessing key elements of learning: • Where: ensuring that the student sees the big picture, has answers to the “Why?” questions, knows the final performance expectations as soon as possible • Hook: immersing the student immediately in the ideas and issues of the unit, engaging the student in thought-provoking experiences/challenges/ questions at the heart of the unit • Equip and Experience: providing the student with the tools, resources, skill, and information needed to achieve the desired understandings and successfully accomplish the performance tasks • Rethink: enhance understanding by shifting perspective, considering different theories, challenging prior assumptions, introducing new evidence and ideas, etc. also: providing the impetus for an opportunity to revise prior work, to polish it • Evaluate: ensuring that students get diagnostic and formative feedback, and opportunities to self-assess and self-adjust • Tailor: personalize the learning through differentiated instruction, assignments and assessments without sacrificing validity or rigor • Organize: sequence the work to suit the understanding goals (e.g., questioning the flow provided by the textbook, which is typically organized around discrete topics) (McTighe and Wiggins 2005, 197-222) October 2015 99
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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)
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PAULSON REFERENCES Ahonen, Sirkka.
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PAULSON Freedman, Sarah Warshauer,
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PAULSON Murphy, Karen, and Tony Gal
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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 90 and 91: TORRENTE ET AL. Tol, Wietse A., Cor
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Page 94 and 95: MENDENHALL ET AL. northwestern Keny
Page 96 and 97: MENDENHALL ET AL. Second, the langu
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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
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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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