• Login
    View Item 
    •   OpenDocs Home
    • Institute of Development Studies Research Repository
    • Impact Initiative
    • Education
    • View Item
    •   OpenDocs Home
    • Institute of Development Studies Research Repository
    • Impact Initiative
    • Education
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Promoting Children's Learning and Development in Conflict-Affected Countries: Testing Change Process in the Democratic Republic of the Congo (2016)

    Thumbnail
    Date
    2017-02
    Author
    Aber, J. Lawrence
    Tubbs, Carly
    Torrente, Catalina
    Halpin, Peter F.
    Johnston, Brian
    Starkey, Leighann
    Shivshanker, Anjuli
    Annan, Jeannie
    Seidman, Edward
    Wolf, Sharon
    Metadata
    Show full item record
    Impact
    Abstract
    Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed. Please note: we do not have permission to upload this as a record but you can follow the link to the full document externally.
    URI
    https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14466
    Citation
    Aber, Lawrence J. et al (2017) ‘Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo’, Development and Psychopathology 29.1: 53-67.
    DOI
    10.1017/S0954579416001139
    Is part of series
    Development and Psychopathology
    Vol 29, Special Issue 1
    More details
    https://doi.org/10.1017/S0954579416001139
    Rights holder
    © Cambridge University Press 2016
    Rights details
    https://www.ids.ac.uk/wp-content/uploads/2018/12/IDSOpenDocsStandardTermsOfUse2018.pdf
    Sponsor
    ESRC-DFID
    Collections
    • Security [49]
    • Governance [137]
    • Children and Young People [69]
    • Education [103]

    About OpenDocs | OpenDocs Policy | Help | Contact Us | Send Feedback | Disclaimer and Cookies
     

     

    Browse

    All of OpenDocsCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    About OpenDocs | OpenDocs Policy | Help | Contact Us | Send Feedback | Disclaimer and Cookies