NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1147937
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1934-5747
Impacts after One Year of "Healing Classroom" on Children's Reading and Math Skills in DRC: Results from a Cluster Randomized Trial
Aber, J. Lawrence; Torrente, Catalina; Starkey, Leighann; Johnston, Brian; Seidman, Edward; Halpin, Peter; Shivshanker, Anjuli; Weisenhorn, Nina; Annan, Jeannie; Wolf, Sharon
Journal of Research on Educational Effectiveness, v10 n3 p507-529 2017
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[subscript wt] = 0.14) and geometry scores (d[subscript wt] = 0.14) but not on their addition/subtraction scores. These results should be treated with caution given the reported significance level of p < 0.10. 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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education; Grade 3; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: USAID
Authoring Institution: N/A
Identifiers - Location: Congo
Grant or Contract Numbers: 623A1000023