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    Impacts After One Year of “Healing Classroom” on Children's Reading and Math Skills in DRC: Results From a Cluster Randomized Trial

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    Date
    2016-11-14
    Author
    Aber, J. Lawrence
    Torrente, Catalina
    Starkey, Leighann
    Johnston, Brian
    Seidman, Edward
    Halpin, Peter
    Shivshanker, Anjuli
    Weisenhorn, Nina
    Annan, Jeannie
    Wolf, Sharon
    Metadata
    Show full item record
    Impact
    Abstract
    his 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 (dwt = .14) and geometry scores (dwt = .14) but not on their addition/subtraction scores. These results should be treated with caution given the reported significance level of p < .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. 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/20.500.12413/14467
    Citation
    Aber, Lawrence J. et al (2016) ‘Impacts After One Year of “Healing Classroom” on Children's Reading and Math Skills in DRC: Results From a Cluster Randomized Trial’ Journal of Research on Educational Effectiveness 10.3: 507-529.
    DOI
    10.1080/19345747.2016.1236160
    Is part of series
    Journal of Research on Educational Effectiveness;10:3
    More details
    https://doi.org/10.1080/19345747.2016.1236160
    Rights holder
    Taylor & Francis
    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]

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