@inproceedings{wolf_cluster_2014, title = {Cluster {Randomized} {Trial} of a {Large}-{Scale} {Education} {Initiative} in the {Democratic} {Republic} of {Congo}: {Pilot} {Year} {Impacts} on {Teacher} {Development}.}, shorttitle = {Cluster {Randomized} {Trial} of a {Large}-{Scale} {Education} {Initiative} in the {Democratic} {Republic} of {Congo}}, booktitle = {Society for {Research} on {Educational} {Effectiveness}}, author = {Wolf, Sharon and Aber, John Lawrence and Torrente, Catalina and Rasheed, Damira and McCoy, Marissa}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I4ZJ6JVU 2405685:CBAQWJRH}, keywords = {⛔ No DOI found}, } @article{wolf_cumulative_2015, title = {Cumulative {Risk} and {Teacher} {Well}-{Being} in the {Democratic} {Republic} of the {Congo}}, volume = {59}, doi = {10.1086/682902}, number = {4}, journal = {Comparative Education Review}, author = {Wolf, Sharon and Torrente, Catalina and McCoy, Marissa and Rasheed, Damira and Aber, J. Lawrence}, year = {2015}, note = {shortDOI: 10/gftr57 KerkoCite.ItemAlsoKnownAs: 10.1086/682902 10/gftr57 2405685:CW48D6C7}, keywords = {C:DRC}, } @article{wolf_preliminary_2015, title = {Preliminary impacts of the “{Learning} to {Read} in a {Healing} {Classroom}” intervention on teacher well-being in the {Democratic} {Republic} of the {Congo}}, volume = {52}, issn = {0742-051X}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X1500116X}, doi = {10.1016/j.tate.2015.08.002}, abstract = {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.}, language = {en}, urldate = {2020-01-29}, journal = {Teaching and Teacher Education}, author = {Wolf, Sharon and Torrente, Catalina and Frisoli, Paul and Weisenhorn, Nina and Shivshanker, Anjuli and Annan, Jeannie and Aber, J. Lawrence}, month = nov, year = {2015}, note = {shortDOI: 10/f7zk3n KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.08.002 10/f7zk3n 2339240:J5TZZGLX 2405685:FVVYBX4Y 2405685:JGP79B9M}, keywords = {Democratic Republic of the Congo, International education, Motivation, Teacher professional development}, pages = {24--36}, } @techreport{aber_opportunities_2015, title = {Opportunities for {Equitable} {Access} to {Quality} {Basic} {Education} ({OPEQ}): {Final} {Report} on the {Impact} of the {OPEQ} {Intervention} in the {Democratic} {Republic} of {Congo}}, url = {https://www.rescue.org/sites/default/files/document/642/ed-opportunitiesforequitableaccesstoqualitybasiceducation.pdf}, urldate = {2021-06-23}, author = {Aber, J. Lawrence and Starkey, Leighann and Tubbs, Carly and Torrente, Catalina and Johnston, Brian and Wolf, Sharon and Shivshanker, Anjuli and Annan, Jeannie}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ABHT5QJ4 2405685:38QVMKG5}, } @article{aber_promoting_2017, title = {Promoting children's learning and development in conflict-affected countries: {Testing} change process in the {Democratic} {Republic} of the {Congo}}, volume = {29}, issn = {0954-5794, 1469-2198}, shorttitle = {Promoting children's learning and development in conflict-affected countries}, url = {https://www.cambridge.org/core/journals/development-and-psychopathology/article/promoting-childrens-learning-and-development-in-conflictaffected-countries-testing-change-process-in-the-democratic-republic-of-the-congo/60172D9E82B56CD90063C3176FF18AEB}, doi = {10.1017/s0954579416001139}, abstract = {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 psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.}, language = {en}, number = {1}, urldate = {2019-10-02}, journal = {Development and Psychopathology}, author = {Aber, J. Lawrence and Tubbs, Carly and Torrente, Catalina and Halpin, Peter F. and Johnston, Brian and Starkey, Leighann and Shivshanker, Anjuli and Annan, Jeannie and Seidman, Edward and Wolf, Sharon}, year = {2017}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.1017/s0954579416001139 10/gf86mp 2339240:4FUAN56W 2339240:5P755MDC 2405685:VZHC337C}, pages = {53--67}, }