Learning to Read in a Healing Classroom (LHRC)
Initiative Description: the program encompassed addressing students by name, using positive discipline and avoiding corporal punishment, establishing and following a regular classroom schedule, encouraging students to express themselves in French or their home language, using small group activities to encourage peer interactions, making connections between academic content and students’ lives, asking open-ended questions, and employing multiple methods to promote student participation (e.g., turn to a partner, class voting, writing on a personal chalkboard, etc.).
Study Results: Improved academic performance in reading.
Reference: Aber, J. L., Torrente, C., Starkey, L., Johnston, B., Seidman, E., Halpin, P., . . . Wolf, S. (2017). Impacts after one year of “healing classroom” on children’s reading and math skills in drc: results from a cluster randomized trial. Journal of Research on Educational Effectiveness, 10(3), 507-529. 345doi:10.1080/19345747.2016.1236160
Level of Evidence: Very Good