Supporting Syrian Refugee Children's Academic and Social-Emotional Learning in National Education Systems: A Cluster Randomized Controlled Trial of Nonformal Remedial Support and Mindfulness Programs in Lebanon

Autor/inn/en	Tubbs Dolan, Carly; Kim, Ha Yeon; Brown, Lindsay; Gjicali, Kalina; Borsani, Serena; El Houchaimi, Samer; Aber, J. Lawrence
Titel	Supporting Syrian Refugee Children's Academic and Social-Emotional Learning in National Education Systems: A Cluster Randomized Controlled Trial of Nonformal Remedial Support and Mindfulness Programs in Lebanon
Quelle	In: American Educational Research Journal, 59 (2022) 3, S.419-460 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tubbs Dolan, Carly) ORCID (Kim, Ha Yeon) ORCID (Brown, Lindsay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312211062911
Schlagwörter	Refugees; Children; Program Effectiveness; Public Schools; Remedial Instruction; Social Emotional Learning; Classroom Environment; Skill Development; Academic Achievement; Foreign Countries; Nonformal Education; Metacognition; Tutoring; Syria; Lebanon + Suchen Sie Ihr Suchwort? Flüchtling; Child; Kind; Kinder; Public school; Öffentliche Schule; Förderkurs; Klassenklima; Unterrichtsklima; Kompetenzentwicklung; Qualifikationsentwicklung; Schulleistung; Ausland; Non-formal education; Non formal education; Nichtformale Bildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Förderkonzept; Nachhilfeunterricht; Syrien; Libanon
Abstract	Experimental evidence on strategies to support refugee children's integration into host-country public schools is needed. We employ a three-arm, site-randomized controlled trial to test the impact of short-term access to two versions of nonformal remedial programming infused with social-emotional learning (SEL) among Syrian refugee children in Lebanese public schools. Remedial programming with classroom climate-targeted SEL practices improved children's perceptions of public schools (effect sizes [ES] = 0.48-0.66) only. The remedial program with both classroom climate-targeted SEL and skill-targeted activities had positive impacts on children's perceptions of public schools (ES = 0.43-0.50) and on certain basic academic skills (ES = 0.08-0.14), and marginally significant positive and negative impacts on some SEL outcomes (ES = 0.16-0.31). We found no impacts of either version on children's global literacy or numeracy competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01