Impacts After One Year of “Healing Classroom” on Children's Reading and Math Skills in DRC: Results From a Cluster Randomized Trial-Reference-Cited by-同舟云学术

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

Published:2016-11-14 Issue:3 Volume:10 Page:507-529
ISSN:1934-5747
Container-title:Journal of Research on Educational Effectiveness
language:en
Short-container-title:Journal of Research on Educational Effectiveness

Author:

Aber J. Lawrence¹,Torrente Catalina²,Starkey Leighann³,Johnston Brian³,Seidman Edward¹,Halpin Peter¹,Shivshanker Anjuli⁴,Weisenhorn Nina⁴,Annan Jeannie⁴,Wolf Sharon⁵

Affiliation:

1. New York University, New York, New York, USA

2. Mathematica Policy Research, Oakland, California, USA

3. The Graduate Center, City University of New York, New York, New York, USA

4. The International Rescue Committee, New York, New York, USA

5. University of Pennsylvania, Philadelphia, Pennsylvania, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/19345747.2016.1236160

Reference44 articles.

1. Delivering reading intervention to the poorest children: The case of Liberia and EGRA-Plus, a primary grade reading assessment and intervention

2. The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations

3. The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions

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