Select Publications
Editor
Mendenhall, M. (Guest Editor). Education and Conflict Review Journal (hosted by University College London), Special Issue No. 4, Teachers and Teaching in Conflict-affected Settings during COVID-19. August 2023.
Mendenhall, M. (Guest Editor). NORRAG, Special Issue No. 3, Data Collection and Evidence Building to Support Education in Emergencies, September 2018-May 2019.
Refereed Journal Articles:
*Denotes current or former students
Mendenhall, M. (2023). Participatory Approaches for Strengthening Teacher Professional Development in Refugee Settings: Successes and Limitations. Globalisation, Societies, and Education. https://doi.org/10.1080/14767724.2023.2246401.
Mendenhall, M. & Falk, D.* (2023). National Inclusion Policy Openings/Barriers for Refugee Teachers: Critical Reflections from Kenya. Journal of Refugee Studies.
Shephard, D.,* Falk, D.* & Mendenhall, M. (2023). “My teachers make me feel alive”: The contribution of student-teacher relationships to student well-being in South Sudan and Uganda. Compare.
Falk, D.,* Shephard, D.* & Mendenhall, M. (2022). “I always take their problem as mine”: Understanding the relationship between teacher-student relationships and teacher well-being in crisis contexts. International Journal of Educational Development.
Mendenhall, M., Cha, J.,* Falk, D.*, Bergin, C.* & Bowden, L.* (2020). Teachers as agents of change: Positive discipline for inclusive classrooms in Kakuma Refugee Camp. International Journal of Inclusive Education, 25(2), pp. 147-165.
Mendenhall, M. (2019). Teachers for Teachers: Advocating for stronger programs and policies for and with refugee teachers in Kakuma Refugee Camp. Studies in Social Justice, 12(2), 356-363.
Mendenhall, M., Skinner, M.*, Collas, S.*, & French, S.* (2018). Expanding teacher support through mobile mentoring in Kakuma Refugee Camp: Benefits and challenges. Current Issues in Comparative Education.
Mendenhall, M. & Bartlett, L. (May 2018). Academic and extracurricular support for refugee students in the US: Lessons learned. Theory into Practice, 57(2), 109-118.
Bartlett, L., Mendenhall, M. and Ghaffar-Kucher, A. (2017). Culture in Acculturation: Refugee Youth’s Schooling Experiences in New York Schools. International Journal of Intercultural Relations (Special Issue: Cultural and Academic Adjustment of Refugee Youth in Educational Settings).
Mendenhall, M., Bartlett, L., and Ghaffar-Kucher. (2016). “If you need help, they are always there for us”: Education for refugees in an international high school in NYC. Urban Review. doi 10.1007/s11256-016-0379-4
Mendenhall, M., Dryden-Peterson, S., Bartlett, L. Ndirangu, C., Imonje, R. Gakunga, D., Gichuhi, L., Nyagah, G., Okoth, U., and Tangelder, M. (2015). Quality Education for Refugees in Kenya: Pedagogy in Urban Nairobi and Kakuma Refugee Camp Settings. Journal on Education in Emergencies 1(1), pp. 92-130.
Mendenhall, M. (2014). Education sustainability in the relief-development transition: Challenges for international organizations working in countries affected by conflict. International Journal of Educational Development, 35 (67-77).
Mendenhall, M. and Anderson, A. (Summer 2013). Strengthening national and regional capacity for Education in Emergencies in East Africa: Lessons learned and future directions for an NGO-University partnership. Harvard International Review.
Anderson, A. and Mendenhall, M. (2006). Inter-agency network for education in emergencies, Forced Migration Review Supplement (Education and Conflict: Research Policy and Practice).
Book Chapters:
Bartlett, L. & Mendenhall, M. (2022). Strategy 15: After-school and summer programming. In M. Bajaj, D. Walsh, L. Bartlett & G. Martinez (Eds.). Humanizing Education for Immigrant & Refugee Youth: 20 Strategies for the Classroom & Beyond. New York: Teachers College Press.
Mendenhall, M., Pacifico, A., & Hu, S. (2019). Teacher professional development in crisis contexts: Teachers’ reflections and stories of change in Kakuma refugee camp. In A.W. Wiseman, L. Damaschke-Deitrick, E. Galegher, & M.F. Park (Eds.). Comparative perspectives on refugee youth education: Dreams and realities in educational systems worldwide (245-270). New York: Routledge
Mendenhall, M. and Tangelder, M. (2017). Faculty development for Education in Emergencies: A University-NGO partnership in Kenya. In C. Smith & K. Hudson (Eds.), Faculty development in developing and fragile contexts: Theory and practice for improving the quality of teaching in higher education (41-63). New York: Routledge.
Mendenhall, M. and Chopra, N. (2016). Educating for Peace in Kenya: Comparing National and Local Initiatives. In M. Bajaj & M. Hantzopoulos (Eds.), International Perspectives on Peace Education, Bloomsbury Publishers.
Mendenhall, M. (2010). The relief-development transition: Sustaining the educational support provided by international organizations in post-conflict settings. F. Vavrus and L. Bartlett (Eds.). Critical Approaches to Comparative Education: Vertical Case Studies from Africa, Europe, the Middle East, and the Americas. Palgrave Publishers: UK.
Published Reports:
Mendenhall, M., Chopra, V., Falk, D., Henderson, C., & Cha, J. (2021). Teacher professional development and play-based learning in East Africa: Strengthening Research, Policy and Practice in Ethiopia, Uganda, and Tanzania (White paper). The LEGO Foundation.
Mendenhall, M., Gomez, S. & Varni, E.* (2018). Teaching amidst conflict and displacement: Persistent challenges and promising practices for refugee, IDP and national teachers (background paper). Global Education Report: Migration, Education and Displacement. Paris: UNESCO.
Mendenhall, M., Russell, S.G., and Buckner, E. (2017). Urban Refugee Education: Strengthening Policies and Practices for Access, Quality and Inclusion. [Policy Report]. New York: Teachers College, Columbia University.
Mendenhall, M., Russell, S.G., and Buckner, E. (2017). Urban Refugee Education: Guidelines and Practical Strategies for Strengthening Support to Improve Educational Quality for All. [Programmatic Guidance Report]. New York: Teachers College, Columbia University.
Mendenhall, M., Russell, S.G., and Buckner, E. (2017). Urban Refugee Education: Priorities for Policies and Programs. [Advocacy Brief]. New York: Teachers College, Columbia University.
Online Publications:
Kwok, J.*, Ervin, E.*, Falk, D. & Mendenhall, M. (2022). Learning from school leaders in crisis contexts: A case study of Kakuma refugee camp and Kalobeyei settlement.
Falk, D.*, Shephard, D.*, & Mendenhall, M. (2019). In their words: Teacher well-being amidst displacement and fragility in Uganda and South Sudan (case study). Teachers in Crisis Contexts: Promising Practices in Teacher Management, Professional Development, and Well-being. Inter-agency Network for Education in Emergencies.
Mendenhall, M. (2016, December 6). Promising Practices for Strengthening Teacher Professional Development in Crisis Contexts [Blog post]. Retrieved from http://www.ineesite.org/en/blog/promising-practices-for-strengthening-teacher-professional-development-in-c
Mendenhall, M. and Tangelder. M. (2013). Springboard into a Career: Experiences Establishing Practical Work Opportunities for Education in Emergencies Graduate Students at the University of Nairobi. INEE Blog, “Teaching Education in Emergencies: Good Practice and Challenges. Retrieved from http://www.ineesite.org/en/discuss/springboard-into-a-career-experiences-establishing-practical-work-opportuni
Podcasts:
Mendenhall, M., Russell, S.G., and Buckner, E. (2016, September 1). Urban Refugees and Education. [Interview with study researchers]. Retrieved from https://soundcloud.com/freshed-podcast/freshed-40-urban-refugees-and
Mendenhall, M., Ndirangu, C. and Gakunga, D. (2016). Quality Education for Refugees in Kenya: Pedagogy in Urban Nairobi and Kakuma Refugee Camp Settings [Interview with authors]. Retrieved from http://eccnetwork.net/resources/inees-journal-education-emergencies-interview-authors/
Other Publications:
Winthrop, R., and Mendenhall, M. (2006). Education in emergencies: A critical factor in achieving the Millennium Development Goals. Commonwealth Ministers Reference Book.
Mendenhall, M. (Guest Editor). Education and Conflict Review Journal (hosted by University College London), Special Issue No. 4, Teachers and Teaching in Conflict-affected Settings during COVID-19. August 2023.
Mendenhall, M. (Guest Editor). NORRAG, Special Issue No. 3, Data Collection and Evidence Building to Support Education in Emergencies, September 2018-May 2019.
Refereed Journal Articles:
*Denotes current or former students
Mendenhall, M. (2023). Participatory Approaches for Strengthening Teacher Professional Development in Refugee Settings: Successes and Limitations. Globalisation, Societies, and Education. https://doi.org/10.1080/14767724.2023.2246401.
Mendenhall, M. & Falk, D.* (2023). National Inclusion Policy Openings/Barriers for Refugee Teachers: Critical Reflections from Kenya. Journal of Refugee Studies.
Shephard, D.,* Falk, D.* & Mendenhall, M. (2023). “My teachers make me feel alive”: The contribution of student-teacher relationships to student well-being in South Sudan and Uganda. Compare.
Falk, D.,* Shephard, D.* & Mendenhall, M. (2022). “I always take their problem as mine”: Understanding the relationship between teacher-student relationships and teacher well-being in crisis contexts. International Journal of Educational Development.
Mendenhall, M., Cha, J.,* Falk, D.*, Bergin, C.* & Bowden, L.* (2020). Teachers as agents of change: Positive discipline for inclusive classrooms in Kakuma Refugee Camp. International Journal of Inclusive Education, 25(2), pp. 147-165.
Mendenhall, M. (2019). Teachers for Teachers: Advocating for stronger programs and policies for and with refugee teachers in Kakuma Refugee Camp. Studies in Social Justice, 12(2), 356-363.
Mendenhall, M., Skinner, M.*, Collas, S.*, & French, S.* (2018). Expanding teacher support through mobile mentoring in Kakuma Refugee Camp: Benefits and challenges. Current Issues in Comparative Education.
Mendenhall, M. & Bartlett, L. (May 2018). Academic and extracurricular support for refugee students in the US: Lessons learned. Theory into Practice, 57(2), 109-118.
Bartlett, L., Mendenhall, M. and Ghaffar-Kucher, A. (2017). Culture in Acculturation: Refugee Youth’s Schooling Experiences in New York Schools. International Journal of Intercultural Relations (Special Issue: Cultural and Academic Adjustment of Refugee Youth in Educational Settings).
Mendenhall, M., Bartlett, L., and Ghaffar-Kucher. (2016). “If you need help, they are always there for us”: Education for refugees in an international high school in NYC. Urban Review. doi 10.1007/s11256-016-0379-4
Mendenhall, M., Dryden-Peterson, S., Bartlett, L. Ndirangu, C., Imonje, R. Gakunga, D., Gichuhi, L., Nyagah, G., Okoth, U., and Tangelder, M. (2015). Quality Education for Refugees in Kenya: Pedagogy in Urban Nairobi and Kakuma Refugee Camp Settings. Journal on Education in Emergencies 1(1), pp. 92-130.
Mendenhall, M. (2014). Education sustainability in the relief-development transition: Challenges for international organizations working in countries affected by conflict. International Journal of Educational Development, 35 (67-77).
Mendenhall, M. and Anderson, A. (Summer 2013). Strengthening national and regional capacity for Education in Emergencies in East Africa: Lessons learned and future directions for an NGO-University partnership. Harvard International Review.
Anderson, A. and Mendenhall, M. (2006). Inter-agency network for education in emergencies, Forced Migration Review Supplement (Education and Conflict: Research Policy and Practice).
Book Chapters:
Bartlett, L. & Mendenhall, M. (2022). Strategy 15: After-school and summer programming. In M. Bajaj, D. Walsh, L. Bartlett & G. Martinez (Eds.). Humanizing Education for Immigrant & Refugee Youth: 20 Strategies for the Classroom & Beyond. New York: Teachers College Press.
Mendenhall, M., Pacifico, A., & Hu, S. (2019). Teacher professional development in crisis contexts: Teachers’ reflections and stories of change in Kakuma refugee camp. In A.W. Wiseman, L. Damaschke-Deitrick, E. Galegher, & M.F. Park (Eds.). Comparative perspectives on refugee youth education: Dreams and realities in educational systems worldwide (245-270). New York: Routledge
Mendenhall, M. and Tangelder, M. (2017). Faculty development for Education in Emergencies: A University-NGO partnership in Kenya. In C. Smith & K. Hudson (Eds.), Faculty development in developing and fragile contexts: Theory and practice for improving the quality of teaching in higher education (41-63). New York: Routledge.
Mendenhall, M. and Chopra, N. (2016). Educating for Peace in Kenya: Comparing National and Local Initiatives. In M. Bajaj & M. Hantzopoulos (Eds.), International Perspectives on Peace Education, Bloomsbury Publishers.
Mendenhall, M. (2010). The relief-development transition: Sustaining the educational support provided by international organizations in post-conflict settings. F. Vavrus and L. Bartlett (Eds.). Critical Approaches to Comparative Education: Vertical Case Studies from Africa, Europe, the Middle East, and the Americas. Palgrave Publishers: UK.
Published Reports:
Mendenhall, M., Chopra, V., Falk, D., Henderson, C., & Cha, J. (2021). Teacher professional development and play-based learning in East Africa: Strengthening Research, Policy and Practice in Ethiopia, Uganda, and Tanzania (White paper). The LEGO Foundation.
Mendenhall, M., Gomez, S. & Varni, E.* (2018). Teaching amidst conflict and displacement: Persistent challenges and promising practices for refugee, IDP and national teachers (background paper). Global Education Report: Migration, Education and Displacement. Paris: UNESCO.
Mendenhall, M., Russell, S.G., and Buckner, E. (2017). Urban Refugee Education: Strengthening Policies and Practices for Access, Quality and Inclusion. [Policy Report]. New York: Teachers College, Columbia University.
Mendenhall, M., Russell, S.G., and Buckner, E. (2017). Urban Refugee Education: Guidelines and Practical Strategies for Strengthening Support to Improve Educational Quality for All. [Programmatic Guidance Report]. New York: Teachers College, Columbia University.
Mendenhall, M., Russell, S.G., and Buckner, E. (2017). Urban Refugee Education: Priorities for Policies and Programs. [Advocacy Brief]. New York: Teachers College, Columbia University.
Online Publications:
Kwok, J.*, Ervin, E.*, Falk, D. & Mendenhall, M. (2022). Learning from school leaders in crisis contexts: A case study of Kakuma refugee camp and Kalobeyei settlement.
Falk, D.*, Shephard, D.*, & Mendenhall, M. (2019). In their words: Teacher well-being amidst displacement and fragility in Uganda and South Sudan (case study). Teachers in Crisis Contexts: Promising Practices in Teacher Management, Professional Development, and Well-being. Inter-agency Network for Education in Emergencies.
Mendenhall, M. (2016, December 6). Promising Practices for Strengthening Teacher Professional Development in Crisis Contexts [Blog post]. Retrieved from http://www.ineesite.org/en/blog/promising-practices-for-strengthening-teacher-professional-development-in-c
Mendenhall, M. and Tangelder. M. (2013). Springboard into a Career: Experiences Establishing Practical Work Opportunities for Education in Emergencies Graduate Students at the University of Nairobi. INEE Blog, “Teaching Education in Emergencies: Good Practice and Challenges. Retrieved from http://www.ineesite.org/en/discuss/springboard-into-a-career-experiences-establishing-practical-work-opportuni
Podcasts:
Mendenhall, M., Russell, S.G., and Buckner, E. (2016, September 1). Urban Refugees and Education. [Interview with study researchers]. Retrieved from https://soundcloud.com/freshed-podcast/freshed-40-urban-refugees-and
Mendenhall, M., Ndirangu, C. and Gakunga, D. (2016). Quality Education for Refugees in Kenya: Pedagogy in Urban Nairobi and Kakuma Refugee Camp Settings [Interview with authors]. Retrieved from http://eccnetwork.net/resources/inees-journal-education-emergencies-interview-authors/
Other Publications:
Winthrop, R., and Mendenhall, M. (2006). Education in emergencies: A critical factor in achieving the Millennium Development Goals. Commonwealth Ministers Reference Book.