Item history (bjohas, Wed Jul 29 2020 12:27:37 GMT+0100 (BST))

TY - JOUR
TI - Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo
AU - Wolf, Sharon
AU - Torrente, Catalina
AU - Frisoli, Paul
AU - Weisenhorn, Nina
AU - Shivshanker, Anjuli
AU - Annan, Jeannie
AU - Aber, J. Lawrence
T2 - Teaching and Teacher Education
AB - 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.
DA - 2015/11/01/
PY - 2015
DO - 10.1016/j.tate.2015.08.002
DP - ScienceDirect
VL - 52
SP - 24
EP - 36
J2 - Teaching and Teacher Education
LA - en
SN - 0742-051X
UR - http://www.sciencedirect.com/science/article/pii/S0742051X1500116X
Y2 - 2020/01/29/11:13:24
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L2 - https://www.sciencedirect.com/science/article/pii/S0742051X1500116X
KW - Democratic Republic of the Congo
KW - International education
KW - Motivation
KW - Teacher professional development
ER -

TY - JOUR
TI - Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo
AU - Wolf, Sharon
AU - Torrente, Catalina
AU - Frisoli, Paul
AU - Weisenhorn, Nina
AU - Shivshanker, Anjuli
AU - Annan, Jeannie
AU - Aber, J. Lawrence
T2 - Teaching and Teacher Education
AB - 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.
DA - 2015/11/01/
PY - 2015
DO - 10.1016/j.tate.2015.08.002
DP - ScienceDirect
VL - 52
SP - 24
EP - 36
J2 - Teaching and Teacher Education
LA - en
SN - 0742-051X
UR - http://www.sciencedirect.com/science/article/pii/S0742051X1500116X
Y2 - 2020/05/19/10:46:02
L1 - https://pdf.sciencedirectassets.com/271838/1-s2.0-S0742051X15X00060/1-s2.0-S0742051X1500116X/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEKP%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJHMEUCIQCk2Jcace2xXlVogZlW0IaJbBPrh0jPlvID21n7I2rfWwIgF8wzCEpiHirO6qAKmNM00Juvk77PL3Gi7sMNL1WrRGUqvQMI7P%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FARADGgwwNTkwMDM1NDY4NjUiDNn7eZwsZ%2BHi5UZjaiqRA6RnnfUgwUn%2Fjg%2Fe8sdsMGLfRjnOZ9hNSya63D3%2BNldi%2FHlpvimcSEhy19WB%2BHD1QTZU0KmytkaSKUBZN1dE%2BB%2BEfex%2FKXNKNnlCXMMQZ9QlyomvJSwFTAa6ksWSjBNnL7D6tJrPsrHbN%2FrFvW%2Bm%2B1YZA9TfgyXgEasmWbnbkGF2dZ48UGF19wK49jVfEN1MUqUkpvSGK7xTQUoAZimICmT5B%2FC1KYI3CU6V1mSuY6gWJHBx2l%2FlWQmLsbReqID4jJoyTGugu02dTAz9jg9y%2FhZ6tYOC96BBWbrcfyGmTjU5bAisbxB4SZr%2B1qmfop0Iu3OYbiaLfA5UvawKkJTtn9SfSkUR3Pabxtl7ZXND4rAqSh3KFvBhUFEbmPQf7%2FECu%2BZXd1dfCmhqRCJHl%2F%2FMLRD%2BsoFcCKSxqNmkhnbz%2FoCe7BQv3QAZnKKi7qIQ7QaOV0y9xyLZo0X71f8k5AxcULO1N7AYW1qCIxIi5%2BR1qbGa2%2BqVIP1GACaZ8mGM1hshFe3meAf5FLd%2FIxcKe%2Fpf4quzMObmjvYFOusBC6PZ7teUTsFyVgDgPUgYdVixYopb2xzsVpTZir7rWDar8UZIy1TUQ36JooWjo6IUH3b0ycHVs59qULDeffX9C3f%2F64wD51%2BY1oCw1Q%2FKIjfOObl3ICzHOSYcw34BLzVbeOI5rjZBSiOfJpqm0VnEEnk7sMa1dmii83vZ16QKq2RK8dnNxKyfmQY4LFLSsvMMMaH%2F8S7O8%2B1k%2Bbnt%2FpcXAtLhKpKG%2FLR87Wg1Rq%2BGIbyabtVsNaDRQpackwvafKZqFma1PCRolSgkVHB4rPg%2FjzGYsMDN1KVhtacpCUmlGVI%2BKD9TgiQq2O%2BQiA%3D%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20200519T104602Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTY7ET57F6N%2F20200519%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=36e49c08b61dc5bdb4745977868c1237cea8b94e22d2bfe2141f24b0251cc897&hash=f55b6f62f93469a13e5f340eb52a5d5a8514d235980b5072623619cf10804a74&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0742051X1500116X&tid=spdf-d8ef78af-d1a6-420f-8ef4-e509969e367a&sid=e812523d5e33d04fc368b9403d05d8087d24gxrqb&type=client
L2 - https://www.sciencedirect.com/science/article/pii/S0742051X1500116X
KW - Motivation
KW - International education
KW - Democratic Republic of the Congo
KW - Teacher professional development
ER -

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itemKeyOld:JGP79B9M

Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo

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Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo

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