• Evaluating Program Enhancement...

Treffer: Evaluating Program Enhancement Strategies for Remedial Tutoring: A Cluster-Randomized Control Trial with Syrian Refugee Students in Lebanon

Title:
Evaluating Program Enhancement Strategies for Remedial Tutoring: A Cluster-Randomized Control Trial with Syrian Refugee Students in Lebanon
Language:
English
Authors:
Lindsay Brown (ORCID 0000-0003-0934-1736), Kalina Gjicali, Ha Yeon Kim (ORCID 0000-0001-7468-1310), Carly Tubbs Dolan (ORCID 0000-0002-8589-8248), Paul Frisoli, Mahmoud Bwary, J. Lawrence Aber
Source:
AERA Open. 2023 9(1).
Availability:
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed:
Y
Page Count:
25
Publication Date:
2023
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Elementary Secondary Education
Descriptors:
Program Evaluation, Refugees, Foreign Countries, Social Emotional Learning, Remedial Instruction, Stress Variables, Program Length, Student Attitudes, Public Schools, Self Control, Comparative Analysis, Arabic, Literacy, Numeracy, Elementary Secondary Education, Behavior Problems, Child Behavior, Questionnaires, Screening Tests, Reading Tests, Tutoring
Geographic Terms:
Syria, Lebanon
Assessment and Survey Identifiers:
Strengths and Difficulties Questionnaire
DOI:
10.1177/23328584231209268
ISSN:
2332-8584
Notes:
http://dx.doi.org/10.7910/DVN/97Q2B8
Entry Date:
2023
Accession Number:
EJ1405266
Database:
ERIC

Weitere Informationen

Despite widespread enthusiasm for remedial education programming with refugee populations, there is little rigorous evidence on how to design and implement such programs. We employ a cluster-randomized design of non-equivalent treatment groups to test the impact of access to two types of program enhancement: longer program duration and the addition of skill-targeted social and emotional learning (SEL) activities for Syrian refugees enrolled in Lebanese public schools. We find that, compared to 10 weeks of programming, 26 weeks marginally increases students' literacy skills (ES = 0.04) and significantly improves behavioral regulation (ES = 0.31), but students reported less positive perceptions of their public school environment (ES= -0.83 to -0.89) and remedial tutoring site (ES= -0.15 to -0.24). We also find that the addition of skill-targeted SEL activities to 26 weeks of programming results in higher student reports of school-related stress compared to programming without skill-targeted activities (ES = 0.21). Implications for program and policy are discussed.

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