补习教育
心理学
学业成绩
读写能力
能力(人力资源)
计算能力
注意
医学教育
发展心理学
社会心理学
教育学
临床心理学
数学教育
医学
作者
Carly Tubbs Dolan,Ha Yeon Kim,Lindsay Brown,Kalina Gjicali,Serena Borsani,Samer El Houchaimi,J. Lawrence Aber
标识
DOI:10.3102/00028312211062911
摘要
Experimental evidence on strategies to support refugee children's integration into host-country public schools is needed. We employ a three-arm, site-randomized controlled trial to test the impact of short-term access to two versions of nonformal remedial programming infused with social-emotional learning (SEL) among Syrian refugee children in Lebanese public schools. Remedial programming with classroom climate-targeted SEL practices improved children's perceptions of public schools (effect sizes [ES] = 0.48–0.66) only. The remedial program with both classroom climate-targeted SEL and skill-targeted activities had positive impacts on children's perceptions of public schools (ES = 0.43–0.50) and on certain basic academic skills (ES = 0.08–0.14), and marginally significant positive and negative impacts on some SEL outcomes (ES = 0.16–0.31). We found no impacts of either version on children's global literacy or numeracy competence.
科研通智能强力驱动
Strongly Powered by AbleSci AI