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AutorenAber, J. Lawrence; Torrente, Catalina; Starkey, Leighann; Johnston, Brian; Seidman, Edward; Halpin, Peter; Shivshanker, Anjuli; Weisenhorn, Nina; Annan, Jeannie; Wolf, Sharon
TitelImpacts after One Year of "Healing Classroom" on Children's Reading and Math Skills in DRC: Results from a Cluster Randomized Trial
QuelleIn: Journal of Research on Educational Effectiveness, 10 (2017) 3, S.507-529 (23 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1934-5747
DOI10.1080/19345747.2016.1236160
SchlagwörterGrade 2; Grade 3; Grade 4; Elementary School Students; At Risk Students; Low Income Groups; War; Foreign Countries; Social Development; Emotional Development; Communities of Practice; Teacher Collaboration; Educational Resources; Program Evaluation; Program Effectiveness; Randomized Controlled Trials; Reading Achievement; Mathematics Achievement; Scores; Language Minorities; Low Achievement; Mathematics Tests; Reading Tests; Factor Analysis; Student Characteristics; Hierarchical Linear Modeling; Cluster Grouping; Statistical Analysis; Control Groups; Congo
AbstractThis article examines the effects of one year of exposure to "Learning to Read in a Healing Classroom" (LRHC) on the reading and math skills of second- to fourth-grade children in the low-income and conflict-affected Democratic Republic of the Congo. LRHC consists of two primary components: teacher resource materials that infuse social-emotional learning principles into a reading curriculum and collaborative school-based teacher learning circles to exchange information about and solve problems in using the teacher resource materials. To test the impact of LRHC on children's reading and math skills, 40 school clusters containing 64 schools and 4,465 students were randomized to begin LRHC in 2011-2012 or to serve as wait-list controls. Hierarchical linear models (students nested in schools, nested in school clusters) were fitted. Results indicate marginally significant positive impacts on children's reading scores (d[subscript wt] = 0.14) and geometry scores (d[subscript wt] = 0.14) but not on their addition/subtraction scores. These results should be treated with caution given the reported significance level of p < 0.10. The intervention had the largest impacts on math scores for language minority children and in low-performing schools. Research, practice, and policy implications for education in low-income conflict-affected countries are discussed. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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