المؤلفون: Lindsay Brown, Kalina Gjicali, Ha Yeon Kim, Carly Tubbs Dolan, Paul Frisoli, Mahmoud Bwary, J. Lawrence Aber

المصدر: AERA Open, Vol 9 (2023)

مصطلحات موضوعية: Education

الوصف: Despite widespread enthusiasm for remedial education programming with refugee populations, there is little rigorous evidence on how to design and implement such programs. We employ a cluster-randomized design of non-equivalent treatment groups to test the impact of access to two types of program enhancement: longer program duration and the addition of skill-targeted social and emotional learning (SEL) activities for Syrian refugees enrolled in Lebanese public schools. We find that, compared to 10 weeks of programming, 26 weeks marginally increases students’ literacy skills (ES = 0.04) and significantly improves behavioral regulation (ES = 0.31), but students reported less positive perceptions of their public school environment (ES= −0.83 to −0.89) and remedial tutoring site (ES= −0.15 to −0.24). We also find that the addition of skill-targeted SEL activities to 26 weeks of programming results in higher student reports of school-related stress compared to programming without skill-targeted activities (ES = 0.21). Implications for program and policy are discussed.

وصف الملف: electronic resource

العلاقة: https://doaj.org/toc/2332-8584Test

الوصول الحر: https://doaj.org/article/69f1e81238f94083ad6f2234db55d099Test

المؤلفون: Davy Vancampfort, Claudia L Reardon, Simon Rosenbaum, Alastair Ager, Sarah Harrison, Maria Bray, Michael Cacich, Jadranka Stikovac Clark, Holly Collison, Oliver Dudfield, Anna Farello, Paul Frisoli, Grace Gatera, Sabrina Hermosilla, David Karorero, Phiona Koyiet, Kathleen Latimer, Patrick Onyango Mangen, Dicky C Pelupessy, Leslie Snider, Victor Ugo, Chinwendu Ukachukwu, Peter Ventevogel, Ajwang' Warria, Michael Wessells

المصدر: BMJ Global Health, Vol 7, Iss 4 (2022)

مصطلحات موضوعية: Medicine (General), R5-920, Infectious and parasitic diseases, RC109-216

وصف الملف: electronic resource

العلاقة: https://gh.bmj.com/content/7/4/e008717.fullTest; https://doaj.org/toc/2059-7908Test

الوصول الحر: https://doaj.org/article/8714ee48ee62464d96399247f77b3c20Test

المؤلفون: Lindsay Brown (ORCID 0000-0003-0934-1736), Kalina Gjicali, Ha Yeon Kim (ORCID 0000-0001-7468-1310), Carly Tubbs Dolan (ORCID 0000-0002-8589-8248), Paul Frisoli, Mahmoud Bwary, J. Lawrence Aber

المصدر: AERA Open. 2023 9(1).

تمت مراجعته من قبل الزملاء: Y

Page Count: 25

الواصفات: Program Evaluation, Refugees, Foreign Countries, Social Emotional Learning, Remedial Instruction, Stress Variables, Program Length, Student Attitudes, Public Schools, Self Control, Comparative Analysis, Arabic, Literacy, Numeracy, Elementary Secondary Education, Behavior Problems, Child Behavior, Questionnaires, Screening Tests, Reading Tests, Tutoring

مصطلحات جغرافية: Syria, Lebanon

معرفات التقييم و الدراسة: Strengths and Difficulties Questionnaire

مستخلص: Despite widespread enthusiasm for remedial education programming with refugee populations, there is little rigorous evidence on how to design and implement such programs. We employ a cluster-randomized design of non-equivalent treatment groups to test the impact of access to two types of program enhancement: longer program duration and the addition of skill-targeted social and emotional learning (SEL) activities for Syrian refugees enrolled in Lebanese public schools. We find that, compared to 10 weeks of programming, 26 weeks marginally increases students' literacy skills (ES = 0.04) and significantly improves behavioral regulation (ES = 0.31), but students reported less positive perceptions of their public school environment (ES= -0.83 to -0.89) and remedial tutoring site (ES= -0.15 to -0.24). We also find that the addition of skill-targeted SEL activities to 26 weeks of programming results in higher student reports of school-related stress compared to programming without skill-targeted activities (ES = 0.21). Implications for program and policy are discussed.

Abstractor: As Provided

المؤلفون: Fernanda Soares, Nina Menezes Cunha, Paul Frisoli

المصدر: Journal on Education in Emergencies, Vol 7, Iss 2, p 152 (2021)

مصطلحات موضوعية: Special aspects of education, LC8-6691

الوصف: This article reports on the development, adaptation, and validation of the Wellbeing Holistic Assessment for Teachers (WHAT) tool with a sample of 1,659 Salvadoran teachers. El Salvador is a conflict-affected country marked by high levels of gang-related violence, which interacts with education and directly affects the wellbeing of teachers. Having a contextually grounded and validated tool is imperative to further our understanding of educator wellbeing in El Salvador and other conflict-affected settings, as it enables us to generate evidence that informs policies and interventions. In this article, we describe how we reviewed and selected the measures that comprise the WHAT tool, followed by an initial conceptualization of teacher wellbeing and a description of the experiences and challenges teachers in El Salvador are facing. We describe our process for translating and adapting the selected measures to the Salvadoran context, which included conducting cognitive interviews. The results from our exploratory factor analysis provide construct validity evidence for the internal structure of the individual measures used. The exploratory factor analysis that included all the items for all the measures confirmed that each scale is indeed measuring a different construct. The results from a confirmatory factor analysis confirmed a good model fit. The process of adapting the tool and the results of our psychometric analysis provide evidence of the tool's validity, based on the content of the items in the tool, the internal structure, and its relationship to other variables.

وصف الملف: electronic resource

العلاقة: https://archive.nyu.edu/handle/2451/63540Test; https://doaj.org/toc/2518-6833Test

الوصول الحر: https://doaj.org/article/6f1a6256d0af4a04b5bb582538d5650dTest

المؤلفون: Olympic Refuge Foundation Think Tank, Alastair Ager, Maria Bray, Michael Cacich, Jadranka Stikovac Clark, Holly Collison, Oliver Dudfield, Anna Farello, Paul Frisoli, Grace Gatera, Sarah Harrison, Sabrina Hermosilla, David Karorero, Phiona Koyiet, Kathleen Latimer, Patrick Onyango Mangen, Dicky C Pelupessy, Claudia L Reardon, Simon Rosenbaum, Leslie Snider, Victor Ugo, Chinwendu Ukachukwu, Davy Vancampfort, Peter Ventevogel, Ajwang' Warria, Michael Wessells

مصطلحات موضوعية: Uncategorized, Mental Health & Psychiatry, Prevention strategies, Public Health, Science & Technology, Life Sciences & Biomedicine, Public, Environmental & Occupational Health

الوصف: Editorial: Realising the cross-cutting potential of sport in situations of forced displacement

العلاقة: 2134/19739713.v1; https://figshare.com/articles/journal_contribution/Realising_the_cross-cutting_potential_of_sport_in_situations_of_forced_displacement/19739713Test

الإتاحة: https://figshare.com/articles/journal_contribution/Realising_the_cross-cutting_potential_of_sport_in_situations_of_forced_displacement/19739713Test

المؤلفون: J. Lawrence Aber, Paul Frisoli, Anjuli Shivshanker, Jeannie Annan, Catalina Torrente, Nina Weisenhorn, Sharon Wolf

المصدر: Teaching and Teacher Education. 52:24-36

مصطلحات موضوعية: International education, Low resource, media_common.quotation_subject, Intervention (counseling), Control (management), Pedagogy, Well-being, Professional development, Learning to read, Psychology, Democracy, Education, media_common

الوصف: This article examines the impacts of a partial year of implementation of Learning to Read in a Healing Classroom (LRHC), a curricular and social-emotional teacher professional development intervention in southeastern Democratic Republic of the Congo, on teacher professional well-being. Using a cluster-randomized control trial, this study assesses LRHC impacts on a sample of 346 teachers from 64 primary schools. We find statistically significant increases in job dissatisfaction for female teachers and increases in motivation for the least experienced teachers. Implications are discussed for the role of teacher professional development and well-being in improving education in low resource and conflict-affected contexts.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_________::4eaac74d9daa638ffd01d31010be58baTest
https://doi.org/10.1016/j.tate.2015.08.002Test

المؤلفون: Jeannie Annan, Aissatou Balde, Sarah Smith, Nina Weisenhorn, Paul Frisoli

المصدر: Development and psychopathology. 29(1)

مصطلحات موضوعية: 03 medical and health sciences, Psychiatry and Mental health, 0302 clinical medicine, 05 social sciences, Developmental and Educational Psychology, Library science, Humans, 0501 psychology and cognitive sciences, Psychology, Magnetic Resonance Imaging, 030217 neurology & neurosurgery, 050104 developmental & child psychology

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0ebac58021c77240dd7d59b77413985bTest
https://pubmed.ncbi.nlm.nih.gov/27866501Test