<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Schwartz, Kate</style></author><author><style face="normal" font="default" size="100%">Michael, Duja</style></author><author><style face="normal" font="default" size="100%">Torossian, Lina</style></author><author><style face="normal" font="default" size="100%">Hajal, Diala</style></author><author><style face="normal" font="default" size="100%">Yoshikawa, Hirokazu</style></author><author><style face="normal" font="default" size="100%">Abdulrazzak, Somaia</style></author><author><style face="normal" font="default" size="100%">Youssef, Jamile</style></author><author><style face="normal" font="default" size="100%">Sloane, Phoebe</style></author><author><style face="normal" font="default" size="100%">Hashwe, Siwar</style></author><author><style face="normal" font="default" size="100%">Foulds, Kim</style></author><author><style face="normal" font="default" size="100%">Bowden, Brooks</style></author><author><style face="normal" font="default" size="100%">Hoyer, Kayla</style></author><author><style face="normal" font="default" size="100%">Lee, Sangyoo</style></author><author><style face="normal" font="default" size="100%">Haywood, Athena</style></author><author><style face="normal" font="default" size="100%">Behrman, Jere</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Leveraging Caregivers to Provide Remote Early Childhood Education in Hard-to-Access Settings in Lebanon: Impacts From a Randomized Controlled Trial</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Research on Educational Effectiveness</style></secondary-title><short-title><style face="normal" font="default" size="100%">Journal of Research on Educational Effectiveness</style></short-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">brief ECE</style></keyword><keyword><style  face="normal" font="default" size="100%">refugee population</style></keyword><keyword><style  face="normal" font="default" size="100%">Remote ECE</style></keyword><keyword><style  face="normal" font="default" size="100%">remote IDELA</style></keyword><keyword><style  face="normal" font="default" size="100%">spartially nested models</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Feb-04-2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://www.tandfonline.com/doi/full/10.1080/19345747.2024.2334841</style></url></web-urls></urls><pages><style face="normal" font="default" size="100%">1 - 31</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;This paper presents impact findings from a three-arm randomized controlled trial of 1) a brief remote early learning program (RELP) and 2) RELP plus a remote parenting support program entitled Ahlan Simsim Families (ASF), compared to a waitlist control group. Participants are 5&amp;ndash;6-year-olds and their families and are 96% Syrian refugees. All live in hard-to-access areas of Lebanon with few early childhood education (ECE) opportunities. RELP is an 11-week, 31-session program delivered via WhatsApp calls and messages. Remote sessions, 35&amp;ndash;40&amp;thinsp;minutes each, consist of 5&amp;ndash;6 caregivers/children and focus on supporting caregivers in implementing ECE curriculum with their children outside of class. ASF consists of 11 sessions (25&amp;ndash;30&amp;thinsp;minutes once a week) and covers responsive relationships, early learning, and safety/security. We find large impacts on overall child development, literacy, numeracy, child play, and reported learning interactions (ES: 0.26&amp;ndash;0.52) for both treatment arms; on motor and social-emotional skills for RELP only (ES: 0.21&amp;ndash;0.36); and on reported spanking for RELP&amp;thinsp;+&amp;thinsp;ASF (twice as likely to say not in past month). Impacts are smaller in magnitude (for all but child play), though not significantly different, when ASF is added.&lt;/p&gt;
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