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

Oleh:

Aber, J. Lawrence ; Tubbs, Carly ; Torrente, Catalina ; Halpin, Peter F. ; Johnston, Brian ; Starkey, Leighann ; Shivshanker, Anjuli

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Development and Psychopathology vol. 29 no. 1 (Feb. 2017), page 53-67.
Topik: socioemotional development; bolster children's academic learning; social ecology; socioemotional learning program; International Rescue Committee's Learning; impacts children's learning and development

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: DD21 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

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.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali