Improving the Quality of School Interactions and Student Well-Being: Impacts of One Year of a School-Based Program in the Democratic Republic of the Congo

Autor/inn/en	Torrente, Catalina; Johnston, Brian; Starkey, Leighann; Seidman, Edward; Shivshanker, Anjuli; Weisenhorn, Nina; Annan, Jeannie; Aber, John Lawrence
Titel	Improving the Quality of School Interactions and Student Well-Being: Impacts of One Year of a School-Based Program in the Democratic Republic of the Congo
Quelle	In: Journal on Education in Emergencies, 1 (2015) 1, S.48-91 (44 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Educational Quality; Interaction; Well Being; Peer Relationship; Bullying; Victims; Mental Health; Grade 2; Grade 3; Grade 4; Elementary School Students; Program Effectiveness; Intervention; Student Attitudes; Educational Environment; Caring; Prediction; Student Characteristics; Reading Instruction; Teacher Competencies; Academic Achievement; Student Centered Learning; Cooperative Learning; Student Behavior; Congo; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Interaktion; Well-being; Wellness; Wohlbefinden; Peer-Beziehungen; Mobbing; Victim; Opfer; Psychohygiene; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Care; Pflege; Sorge; Betreuung; Vorhersage; Leseunterricht; Lehrkunst; Schulleistung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kooperatives Lernen; Student behaviour; Kongo
Abstract	Improving the quality of education for millions of children worldwide has become a global priority. This study presents results from the first experimental evaluation to test the impact of a universal school-based program on (1) the quality of school interactions (i.e., students' perceptions of the level of support/care and predictability/cooperation in their school and classrooms), and (2) students' subjective well-being (i.e., peer victimization and mental health problems). The study took place in the Democratic Republic of the Congo, a low-income country affected by decades of conflict. The evaluation employed a cluster-randomized trial, where the unit of randomization was clusters of two to six schools. Included in the analyses were 3,857 students in second through fourth grades, who attended sixty-three schools nested in thirty-nine clusters. After one year of partial implementation, multilevel analyses showed promising but mixed results. The program had a significant positive impact on students' perceptions of supportive and caring schools and classrooms, but a negative impact on their sense of predictability and cooperation. The program's average effect on students' subjective well-being was not statistically significant, but differential impacts were found for various subgroups of students. The paper concludes with a discussion of the implications of the study and future directions for research in this field. (As Provided).
Anmerkungen	Inter-agency Network for Education in Emergencies. 122 East 42nd Street, 14th Floor, New York, NY 10168. e-mail: journal@inee.org; Web site: https://inee.org/evidence/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01