Teachers in Forced Displacement Contexts: Persistent Challenges and Promising Practices in Teacher Supply, Quality, and Well-Being

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DC Field	Value	Language
dc.contributor.author	Mendenhall, Mary	-
dc.contributor.author	Gomez, Sonia	-
dc.contributor.author	Varni, Emily	-
dc.contributor.author	Guven, Ozen	-
dc.date.accessioned	2019-12-06T19:45:00Z	-
dc.date.available	2019-12-06T19:45:00Z	-
dc.date.issued	2019-12	-
dc.identifier.citation	Mendenhall, Mary, Sonia Gomez, Emily Varni, and Ozen Guven. 2019. “Teachers in Forced Displacement Contexts: Persistent Challenges and Promising Practices in Teacher Supply, Quality, and Well-Being.” Journal on Education in Emergencies 5 (1): 123-32. https://doi.org/10.33682/98cy-cb43.	en
dc.identifier.issn	2518-6833	-
dc.identifier.uri	http://hdl.handle.net/2451/60976	-
dc.language.iso	en	en
dc.publisher	Inter-agency Network for Education in Emergencies	en
dc.relation.ispartofseries	Volume 5;Issue 1	-
dc.rights	The Journal on Education in Emergencies, published by the Inter-agency Network for Education in Emergencies (INEE), is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.	en
dc.subject	refugee education	en
dc.subject	teachers	en
dc.subject	teacher policy	en
dc.subject	forced displacement	en
dc.title	Teachers in Forced Displacement Contexts: Persistent Challenges and Promising Practices in Teacher Supply, Quality, and Well-Being	en
dc.type	Article	en
Appears in Collections:	Volume 5, Number 1

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