Impacts After One Year of “Healing Classroom” on Children's Reading and Math Skills in DRC: Results From a Cluster Randomized Trial     

J. Lawrence Aber  Catalina Torrente  Leighann Starkey  Brian Johnston  Edward Seidman  Peter Halpin 《Journal of research on educational effectiveness》2017,10(3):507-529

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.  相似文献   

A review of research exploring teacher preparation for the digital age     

Louise Starkey 《Cambridge Journal of Education》2020,50(1):37-56

ABSTRACT

Digital technologies and the Internet are increasing in prominence in schooling systems. As schools and teaching evolve as a result of the integration of technologies teacher preparation will also change. This paper examines research exploring the preparation of teachers for the digital age through a systematic literature review of articles published between 2008 and 2018. The findings provide insight into what has and has not been studied across a range of literature and the alignment with the broader context of digital integration in schools. A focus on digital competencies was identified which was framed in three ways across the literature; generic digital competence, digital teaching competence and an emerging concept of professional digital competence. How student teachers learn to engage in the professional work of a teacher in a digitally infused education system should underpin future research. A model of professional digital competence is proposed.  相似文献   

Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties          下载免费PDF全文

Christopher J. Lonigan  Beth M. Phillips  Jeanine L. Clancy  Susan H. Landry  Paul R. Swank  Michael Assel  Heather B. Taylor  Alice Klein  Prentice Starkey  Celene E. Domitrovich  Nancy Eisenberg  Jill de Villiers  Peter de Villiers  Marcia Barnes  The School Readiness Consortium 《Child development》2015,86(6):1773-1793

This article reports findings from a cluster‐randomized study of an integrated literacy‐ and math‐focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business‐as‐usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students from each classroom (N = 760) who averaged 4.48 (SD = 0.44) years of age at the start of the school year. There were positive impacts of the two versions of the curriculum on language, phonological awareness, math, and socioemotional outcomes, but there were no added benefits to academic or socioemotional outcomes for the children receiving explicit socioemotional instruction. Results are discussed with relevance to early childhood theory, policy, and goals of closing the school readiness gap.  相似文献