Results 7 resources
Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School ReadinessWolf, S., Aber, J. L., Behrman, J. R., & Tsinigo, E. - 2019 - Journal of Research on Educational Effectiveness, 12(1), 10–37
We assessed the impacts of a teacher professional development program for public and private kindergartens in the Greater Accra Region of Ghana. We examined impacts on teacher professional well-being, classroom quality, and children’s readiness during one school year. This cluster-randomized trial included 240 schools (teachers N ¼ 444; children N ¼ 3,345, Mage ¼ 5.2) randomly assigned to one of three conditions: teacher training (TT), teacher training plus parental-awareness meetings...
A cognitive assessment tool designed for data collection in the field in low-and middle-income countriesFord, C. B., Kim, H. Y., Brown, L., … Sheridan, M. A. - 2019 - Research in Comparative and International Education, 14(1), 141–157
The Rapid Assessment of Cognitive and Emotional Regulation (RACER) is a tablet-based assessment tool for children that measures executive function (EF) skills. Instructions that are brief and visually presented; game-like tasks are designed to easily engage children regardless of literacy level and variable test administration settings. RACER measures inhibitory control and working memory. This study presents the theoretical rationale and empirical evidence for tablet-based assessments of...
Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the CongoWolf, S., Torrente, C., Frisoli, P., … Aber, J. L. - 2015 - Teaching and Teacher Education, 52, 24–36
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...
Opportunities for Equitable Access to Quality Basic Education (OPEQ): Final Report on the Impact of the OPEQ Intervention in the Democratic Republic of CongoAber, J. L., Starkey, L., Tubbs, C., … Annan, J. - 2015
Learning in the time of a pandemic and implications for returning to school: effects of COVID-19 in Ghana (CPRE Working Papers)Wolf, S., Aurino, E., Suntheimer, N., … Behrman, J. R. - 2021 - Consortium for Policy Research in Education (CPRE)
The Covid-19 pandemic led to school closures all over the world, leaving children across diverse contexts without formal education for nearly a year. Remote-learning programs were designed and rapidly implemented to promote learning continuity throughout the crisis. There were inequalities in who was able to access remote-learning during school closures, though little systematic evidence documenting these gaps exists, particularly in sub-Saharan Africa. In this study, we surveyed 1,844...
Promoting children’s learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the CongoAber, J. L., Tubbs, C., Torrente, C., … Wolf, S. - 2017 - Development and Psychopathology, 29(1), 53–67
Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental...