Supporting Syrian Refugee Children’s Academic and Social-Emotional Learning in National Education Systems: A Cluster Randomized Controlled Trial of Nonformal Remedial Support and Mindfulness Programs in Lebanon

IF 3.5 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

American Educational Research Journal Pub Date : 2021-12-16 DOI:10.3102/00028312211062911

Carly Tubbs Dolan, Ha Yeon Kim, L. Brown, Kalina Gjicali, S. Borsani, Samer El Houchaimi, J. Aber

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引用次数: 9

Abstract

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.

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在国家教育系统中支持叙利亚难民儿童的学业和社会情感学习:黎巴嫩非正式补救支持和正念计划的随机对照试验

需要关于支持难民儿童融入东道国公立学校的战略的实验证据。我们采用了一项三组随机对照试验来测试黎巴嫩公立学校的叙利亚难民儿童短期接受两种形式的融入社会情感学习(SEL)的非正式补救课程的影响。以课堂气候为目标的SEL实践的补救计划仅改善了儿童对公立学校的看法(效应值[ES] = 0.48-0.66)。课堂气候定向SEL和技能定向SEL的补救方案对儿童对公立学校的认知(ES = 0.43 ~ 0.50)和某些基本学术技能(ES = 0.08 ~ 0.14)有正向影响，对某些SEL结果有轻微的正影响和负影响(ES = 0.16 ~ 0.31)。我们发现这两种版本对儿童的整体读写能力和计算能力都没有影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.70

自引率

0.00%

发文量

期刊介绍： The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.