Impacts After One Year of "Healing Classroom" on Children's Reading and Math Skills in DRC: Results From a Cluster Randomized Trial
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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DOI：
10.1080/19345747.2016.1236160
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发表时间：
2017-01-01
影响因子：
1.8
通讯作者：
Wolf, Sharon
中科院分区：
文献类型：
--
作者：
Aber, J. Lawrence;Torrente, Catalina;Wolf, Sharon
本文探讨了为期一年的“学习阅读在治疗教室”（LRHC）的影响，在低收入和受冲突影响的刚果民主共和国的二至四年级儿童的阅读和数学技能。该计划由两个主要部分组成：教师资源材料，将社会情感学习原则融入阅读课程;以及合作的校本教师学习圈，以交流信息和解决使用教师资源材料时遇到的问题。为了测试LRHC对儿童阅读和数学技能的影响，40个学校集群，包括64所学校和4,465名学生，被随机分配到2011-2012年开始LRHC或作为等待名单控制。分层线性模型（学生嵌套在学校，嵌套在学校集群）进行了拟合。结果表明，轻微显着的积极影响儿童的阅读成绩（d（wt）= 0.14）和几何成绩（d（wt）= 0.14），但不是他们的加法/减法成绩。鉴于报告的显著性水平p <0.10，应谨慎对待这些结果。这项干预措施对语言少数族裔儿童和表现不佳学校的数学成绩影响最大。研究，实践和政策的影响，在低收入受冲突影响的国家的教育进行了讨论。
This 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 (d(wt) = .14) and geometry scores (d(wt) = .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.