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 2 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.
This work was supported by the Economic and Social Research Council-Department for International Development (ESRC-DFID) Raising Learning Outcomes in Education Systems Research Programme
J. Lawrence Aber, Catalina Torrente, Leighann Starkey, Brian Johnston, Edward Seidman, Peter Halpin, Anjuli Shivshanker, Nina Weisenhorn, Jeannie Annan & Sharon Wolf (2017) Impacts After One Year of “Healing Classroom” on Children’s Reading and Math Skills in DRC: Results From a Cluster Randomized Trial, Journal of Research on Educational Effectiveness, 10:3, 507-529, DOI: 10.1080/19345747.2016.1236160
Impacts of “Healing Classroom” on children’s reading and math skills in DRC
Published 1 November 2016