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Journal of Research on Educational Effectiveness Volume 12, 2019 - Issue 3
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Intervention, Evaluation, and Policy Studies

Improving Primary Education in the Democratic Republic of the Congo: End-Line Results of a Cluster-Randomized Wait-List Controlled Trial of Learning in a Healing Classroom

Catalina TorrenteDepartment of Applied Psychology, New York University, New York, New York, USA;Correspondence[email protected]
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John Lawrence AberDepartment of Applied Psychology, New York University, New York, New York, USA;View further author information
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Leighann StarkeyDepartment of Applied Psychology, New York University, New York, New York, USA;;The Graduate Center, City University of New York, New York, New York, USA;View further author information
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Brian JohnstonThe Graduate Center, City University of New York, New York, New York, USA;View further author information
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Anjuli ShivshankerThe International Rescue Committee, New York, New York, USA;View further author information
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Nina WeisenhornThe International Rescue Committee, New York, New York, USA;View further author information
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Jeannie AnnanThe International Rescue Committee, New York, New York, USA;;Harris School of Public Policy, University of Chicago, Chicago, Illinois, USA.View further author information
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Edward SeidmanDepartment of Applied Psychology, New York University, New York, New York, USA;View further author information
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Sharon WolfDepartment of Applied Psychology, New York University, New York, New York, USA;View further author information
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Carly Tubbs DolanDepartment of Applied Psychology, New York University, New York, New York, USA;View further author information
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Pages 413-447 | Received 07 May 2017, Accepted 17 Dec 2018, Published online: 10 May 2019

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