Children's learning and development in conflict- and crisis-affected countries: Building a science for action / J. Lawrence ABER in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.506-521 Titre : Children's learning and development in conflict- and crisis-affected countries: Building a science for action Type de document : texte imprimé Auteurs : J. Lawrence ABER, Auteur ; Carly TUBBS DOLAN, Auteur ; Ha Yeon KIM, Auteur ; Lindsay BROWN, Auteur Année de publication : 2021 Article en page(s) : p.506-521 Langues : Anglais (eng) Mots-clés : global science for action  refugee education  research–practice partnership  social–emotional learning Index. décimale : PER Périodiques Résumé : This paper critically reviews the opportunities and challenges in designing and conducting actionable research on the learning and development of children in conflict- and crisis-affected countries. We approached our review through two perspectives championed by Edward Zigler: (a) child development and social policy and (b) developmental psychopathology in context. The aim of the work was to answer the following questions: What works to enhance children's learning and development in such contexts? By what mechanisms? For whom? Under what conditions? How do experiences and conditions of crisis affect the basic processes of children's typical development? The review is based on a research-practice partnership started in the Democratic Republic of the Congo in 2010 and expanded to research in Niger and Lebanon in 2016. The focus of the research is on the impact of Healing Classrooms (a set of classroom practices) and Healing Classrooms Plus (an additional set of targeted social and emotional learning activities), developed by the International Rescue Committee, on children's academic outcomes and social and emotional learning. We sought to extract lessons from this decade of research for building a global developmental science for action. Special attention is paid to the importance of research-practice partnerships, conceptual frameworks, measurement and methodology. We conclude by highlighting several essential features of a global developmental science for action. En ligne : http://dx.doi.org/10.1017/s0954579420001789 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Children's learning and development in conflict- and crisis-affected countries: Building a science for action [texte imprimé] / J. Lawrence ABER, Auteur ; Carly TUBBS DOLAN, Auteur ; Ha Yeon KIM, Auteur ; Lindsay BROWN, Auteur . - 2021 . - p.506-521. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.506-521 Mots-clés : global science for action  refugee education  research–practice partnership  social–emotional learning Index. décimale : PER Périodiques Résumé : This paper critically reviews the opportunities and challenges in designing and conducting actionable research on the learning and development of children in conflict- and crisis-affected countries. We approached our review through two perspectives championed by Edward Zigler: (a) child development and social policy and (b) developmental psychopathology in context. The aim of the work was to answer the following questions: What works to enhance children's learning and development in such contexts? By what mechanisms? For whom? Under what conditions? How do experiences and conditions of crisis affect the basic processes of children's typical development? The review is based on a research-practice partnership started in the Democratic Republic of the Congo in 2010 and expanded to research in Niger and Lebanon in 2016. The focus of the research is on the impact of Healing Classrooms (a set of classroom practices) and Healing Classrooms Plus (an additional set of targeted social and emotional learning activities), developed by the International Rescue Committee, on children's academic outcomes and social and emotional learning. We sought to extract lessons from this decade of research for building a global developmental science for action. Special attention is paid to the importance of research-practice partnerships, conceptual frameworks, measurement and methodology. We conclude by highlighting several essential features of a global developmental science for action. En ligne : http://dx.doi.org/10.1017/s0954579420001789 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo / J. Lawrence ABER in Development and Psychopathology, 29-1 (February 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-1 (February 2017) . - p.53-67 Titre : Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo Type de document : texte imprimé Auteurs : J. Lawrence ABER, Auteur ; Carly TUBBS, Auteur ; Catalina TORRENTE, Auteur ; Peter F. HALPIN, Auteur ; Brian JOHNSTON, Auteur ; Leighann STARKEY, Auteur ; Anjuli SHIVSHANKER, Auteur ; Jeannie ANNAN, Auteur ; Edward SEIDMAN, Auteur ; Sharon WOLF, Auteur Article en page(s) : p.53-67 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : AbstractImproving 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. En ligne : http://dx.doi.org/10.1017/s0954579416001139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo [texte imprimé] / J. Lawrence ABER, Auteur ; Carly TUBBS, Auteur ; Catalina TORRENTE, Auteur ; Peter F. HALPIN, Auteur ; Brian JOHNSTON, Auteur ; Leighann STARKEY, Auteur ; Anjuli SHIVSHANKER, Auteur ; Jeannie ANNAN, Auteur ; Edward SEIDMAN, Auteur ; Sharon WOLF, Auteur . - p.53-67. Langues : Anglais (eng) in Development and Psychopathology > 29-1 (February 2017) . - p.53-67 Index. décimale : PER Périodiques Résumé : AbstractImproving 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. En ligne : http://dx.doi.org/10.1017/s0954579416001139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

---

1 (1 - 2 / 2) Par page : 25 50 100 200