Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Sharon WOLF |
Documents disponibles écrits par cet auteur (1)
Faire une suggestion Affiner la recherche
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)
[article]
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 et/ou numérique 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
in Development and Psychopathology > 29-1 (February 2017) . - p.53-67[article] Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo [Texte imprimé et/ou numérique] / 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