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Promoting Children's Learning Outcomes in Conflict-Affected Countries: Evidence for Action in Niger

促进受冲突影响国家儿童的学习成果：尼日尔的行动证据

基本信息

批准号：
ES/P008607/1
负责人：
John Aber
金额：
$ 64.38万
依托单位：
New York University
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2017
资助国家：
英国
起止时间：
2017 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FP008607%2F1
关键词：
Promoting Children Learning Outcomes Conflict

项目摘要

Children in conflict-affected countries (CACs) experience profound constraints on their academic learning and socioemotional well-being. Children exposed to violence and poverty come to "school" (formal or non-formal education settings) with poor executive function skills (e.g. working memory, inhibition, attention), emotional/behavioral regulation skills and social-information-processing skills. And the formal and non-formal "schools" they attend rarely use effective strategies to advance their academic and socioemotional skills.What can be done? This project aims to develop both scientific and practical knowledge about how to lift these constraints on children in CACs like Niger. First, we propose to adapt and test novel, low-cost, targeted interventions (LCTs) like Mindfulness (MI) and Brain Games (BG) designed to improve children's executive function, emotional/behavioral regulation and social information-processing skills and, subsequently, their literacy and numeracy skills and socioemotional well-being.Second, even when interventions like MI and BG work, they often work better for some children, in some classrooms and schools, and under some conditions than for others. So this study will examine whether variability in the quality of implementation (e.g. dosage, fidelity) of MI and BG results in the variability in their impacts on children's learning and development in Niger.Third and finally, these types of complex interactions among students, teachers, "schools" and program interventions (like remedial support programs) are embedded in larger systems and broader contexts that may constrain or enable quality implementation of program strategies (such as MI and BG). But there is very little high-quality, rigorous research, grounded in social and systems theories, available in CACs to understand how these higher-level systems influence the dynamic interactions of schools, programs, classrooms, teachers and students. So we will conduct a theory-building qualitative study embedded in the school cluster-randomized field test of MI and BG and their implementation. Through this project, we hope to (a) achieve a dynamic, multi-level understanding of efforts to improve learning processes and outcomes for refugee, IDP, and local children in Niger and other CACs; (b) contribute to the synthesis of the developmental, educational, prevention and social sciences in theory and method; and (c) have a catalytic effect on the education in emergencies sector by identifying effective, scalable strategies that improve children's learning and development.

受冲突影响国家的儿童在学术学习和社会情感福祉方面受到严重制约。遭受暴力和贫困的儿童在“学校”（正规或非正规教育环境）上学时执行功能技能（如工作记忆、抑制、注意力）、情绪/行为调节技能和社会信息处理技能较差。他们所上的正规和非正规“学校”很少使用有效的策略来提高他们的学术和社会情感技能。该项目旨在发展科学和实践知识，了解如何在尼日尔等集体和集体行动国家解除对儿童的这些限制。首先，我们建议调整和测试新颖的，低成本的，有针对性的干预措施（LCT），如正念（MI）和大脑游戏（BG），旨在改善儿童的执行功能，情绪/行为调节和社会信息处理技能，随后，他们的识字和算术技能和社会情感幸福感。第二，即使像MI和BG这样的干预措施有效，它们通常对一些儿童更有效，在某些教室和学校，在某些情况下，比其他人。因此，本研究将探讨是否在执行质量的可变性在尼日尔，MI和BG的剂量（如剂量，保真度）导致其对儿童学习和发展影响的可变性。第三，也是最后一点，学生，教师，“学校”和方案干预（如补救支持计划）嵌入在更大的系统和更广泛的背景下，可能会限制或实现计划战略（如MI和BG）的质量实施。但是，很少有高质量的，严格的研究，在社会和系统理论的基础上，在CAC中可以了解这些更高层次的系统如何影响学校，课程，教室，教师和学生的动态互动。因此，我们将进行一个理论建构的质性研究嵌入到学校集群随机现场测试的MI和BG和他们的实施。通过这个项目，我们希望：（a）对改善尼日尔和其他共同国家和地区的难民、境内流离失所者和当地儿童的学习过程和结果的努力，实现动态的、多层次的理解;（B）促进发展、教育、预防和社会科学在理论和方法上的综合;（c）通过确定有效、可扩展的战略，改善儿童的学习和发展，对紧急情况下的教育部门产生催化作用。

项目成果

期刊论文数量（10）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Remedial Programming and Skill-Targeted SEL in Low-Income and Crisis-Affected Contexts: Experimental Evidence From Niger

DOI：
10.1080/19345747.2022.2139785
发表时间：
2022-12-10
期刊：
JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS
影响因子：
1.8
作者：
Brown, Lindsay E.;Kim, Ha Yeon;Aber, J. Lawrence
通讯作者：
Aber, J. Lawrence

Capturing Data Collector Quality through Field-Based Structured Observation: Toward standardized, evidence-based core competencies

通过基于现场的结构化观察捕获数据收集器质量：迈向标准化、基于证据的核心能力

DOI：
发表时间：
2019
期刊：
影响因子：
0
作者：
Brown, L
通讯作者：
Brown, L

Examining the Enumerator Effect: Improving data quality through enumerator observation

检查计数效应：通过计数观察提高数据质量

DOI：
发表时间：
2019
期刊：
Data Collection and Evidence Building to Support Education in Emergencies
影响因子：
0
作者：
Brown, L.
通讯作者：
Brown, L.

Evidence for Educational Intervention Effectiveness: Impacts of a cRCT of SEL-infused tutoring programming in Niger

教育干预有效性的证据：尼日尔注入 SEL 的辅导项目的 cRCT 的影响

DOI：
发表时间：
2019
期刊：
影响因子：
0
作者：
Brown, L
通讯作者：
Brown, L

A cognitive assessment tool designed for data collection in the field in low- and middle-income countries

DOI：
10.1177/1745499919829217
发表时间：
2019-03-01
期刊：
RESEARCH IN COMPARATIVE AND INTERNATIONAL EDUCATION
影响因子：
2.1
作者：
Ford, Cassie B.;Kim, Ha Yeon;Sheridan, Margaret A.
通讯作者：
Sheridan, Margaret A.

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John Aber其他文献

A national critical loads framework for atmospheric deposition effects assessment: IV. Model selection, applications, and critical loads mapping

DOI：
10.1007/bf02394678
发表时间：
1993-05-01
期刊：
ENVIRONMENTAL MANAGEMENT
影响因子：
3.000
作者：
George R. Holdren;Timothy C. Strickland;Bernard J. Cosby;David Marmorek;David Bernard;Robert Santore;Charles T. Driscoll;Linda Pardo;Carolyn Hunsaker;Robert S. Turner;John Aber
通讯作者：
John Aber