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dc.contributor.authorAber, J. Lawrence
dc.contributor.authorTorrente, Catalina
dc.contributor.authorStarkey, Leighann
dc.contributor.authorJohnston, Brian
dc.contributor.authorSeidman, Edward
dc.contributor.authorHalpin, Peter
dc.contributor.authorShivshanker, Anjuli
dc.contributor.authorWeisenhorn, Nina
dc.contributor.authorAnnan, Jeannie
dc.contributor.authorWolf, Sharon
dc.coverage.spatialCongoen
dc.date.accessioned2019-04-15T15:21:17Z
dc.date.available2019-04-15T15:21:17Z
dc.date.issued2016-11-14
dc.identifier.citationAber, 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.en
dc.identifier.issn1934-5747
dc.identifier.issn1934-5739
dc.identifier.urihttps://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14467
dc.descriptionRLOsen
dc.description.abstracthis 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.en
dc.description.sponsorshipESRC-DFIDen
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.ispartofseriesJournal of Research on Educational Effectiveness;10:3
dc.rights.urihttps://www.ids.ac.uk/wp-content/uploads/2018/12/IDSOpenDocsStandardTermsOfUse2018.pdfen
dc.subjectChildren and Youthen
dc.subjectEducationen
dc.subjectGovernanceen
dc.subjectSecurity and Conflicten
dc.titleImpacts After One Year of “Healing Classroom” on Children's Reading and Math Skills in DRC: Results From a Cluster Randomized Trialen
dc.typeArticleen
dc.rights.holderTaylor & Francisen
dc.identifier.externalurihttps://doi.org/10.1080/19345747.2016.1236160en
dc.identifier.agES/M004732/1
dc.identifier.doi10.1080/19345747.2016.1236160
rioxxterms.funderDefault funderen
rioxxterms.identifier.projectDefault projecten
rioxxterms.versionNAen
rioxxterms.versionofrecord10.1080/19345747.2016.1236160en
rioxxterms.funder.projectd218e59e-c0fb-4cb3-8a07-92a57da72cd1en


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