| 来源类型 | Publication |
| Promoting Children's Learning and Development in Conflict-Affected Countries: Testing Change Process in the Democratic Republic of the Congo | |
| J. Lawrence Aber; Carly Tubbs; Catalina Torrente; and Peter F. Halpin | |
| 发表日期 | 2017-02-28 |
| 出版者 | Development and Psychopathology, vol. 29, no. 1 (subscription required) |
| 出版年 | 2017 |
| 语种 | 英语 |
| 概述 | 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\u0027s Learning to Read in a Healing Classroom (LRHC), impacts children\u0027s learning and development.", |
| 摘要 | 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. |
| URL | https://www.mathematica.org/our-publications-and-findings/publications/promoting-childrens-learning-and-development-in-conflict-affected-countries-testing-change-process |
| 来源智库 | Mathematica Policy Research (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/488794 |
| 推荐引用方式 GB/T 7714 | J. Lawrence Aber,Carly Tubbs,Catalina Torrente,et al. Promoting Children's Learning and Development in Conflict-Affected Countries: Testing Change Process in the Democratic Republic of the Congo. 2017. |
| 条目包含的文件 | 条目无相关文件。 | |||||
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