Improving Primary Education in the Democratic Republic of the Congo: End-Line Results of a Cluster-Randomized Wait-List Controlled Trial of Learning in a Healing Classroom

Autor/inn/en	Torrente, Catalina; Aber, John Lawrence; Starkey, Leighann; Johnston, Brian; Shivshanker, Anjuli; Weisenhorn, Nina; Annan, Jeannie; Seidman, Edward; Wolf, Sharon; Tubbs Dolan, Carly
Titel	Improving Primary Education in the Democratic Republic of the Congo: End-Line Results of a Cluster-Randomized Wait-List Controlled Trial of Learning in a Healing Classroom
Quelle	In: Journal of Research on Educational Effectiveness, 12 (2019) 3, S.413-447 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2018.1561963
Schlagwörter	Foreign Countries; Educational Improvement; Classroom Environment; Social Development; Emotional Development; Student Welfare; Elementary School Students; Intervention; Program Effectiveness; Elementary School Teachers; Student Attitudes; Reading Achievement; Mathematics Achievement; War; Children; At Risk Students; Developing Nations; Teacher Motivation; Teacher Welfare; Teacher Burnout; Job Satisfaction; Job Performance; Congo + Suchen Sie Ihr Suchwort? Ausland; Teaching improvement; Unterrichtsentwicklung; Klassenklima; Unterrichtsklima; Soziale Entwicklung; Gefühlsbildung; Studentenseelsorge; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Krieg; Child; Kind; Kinder; Developing country; Developing countries; Entwicklungsland; Burnout-syndrom; Burnout; Burnout-Syndrom; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Work performance; Arbeitsleistung; Kongo
Abstract	We used a cluster-randomized, wait-list controlled trial to examine impacts of a school-based social-emotional learning intervention on Congolese students and teachers. Seventy-six school clusters in two groups (A and B) were randomized to treatment or control. The groups differed in geographic location, accessibility, exposure to violence, and external donor investment. We estimated causal impacts in Group A, tested whether those impacts were replicated in Group B, and conducted sensitivity analyses on the pooled sample. Pooled analyses had higher statistical power and were therefore more likely to represent the true average impacts of the program. Improvements in students' perceptions of school predictability and in addition and subtraction, geometry, and reading performance were specific to Group B. Only the effect on addition and subtraction remained significant in the pooled analysis. Improvements in teachers' sense of accomplishment were found in Group A and remained significant in the pooled analysis. We detected no impacts on other outcomes. School-based interventions embedding social-emotional learning principles into the academic curricula are a promising but not yet proven approach to improving children's outcomes in low-income countries affected by war. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01