Kate Schuenke-Lucien
Biographic Data
| ID | 5972408 |
|---|---|
| NAME | Kate Schuenke-Lucien |
| GIVEN NAMES | Kate |
| FAMILY NAME | Schuenke-Lucien |
| SIGNATURE | SCHUENKE-LUCIEN K |
| AFFILIATIONS | University of Notre Dame |
| ORCID | 0009-0000-2537-5595 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Activating systems of care for whole child development in fragile contexts
Early childhood is a critical period for shaping long-term developmental outcomes, yet in fragile contexts like Haiti, state systems often lack the capacity to deliver comprehensive early childhood development (ECD) services. This study examines the Leveraging the Home, School, and Church (L3) initiative in Northern Haiti, a whole child development (WCD) intervention implemented with the Catholic Church. Using the Qualitative Impact Protocol (QuI…
Explaining Variation in Treatment Effects
This article contributes to understanding the effectiveness of early grade reading interventions in low-income-country contexts and how and why such interventions vary in their effectiveness across schools. It presents the results from an impact evaluation of an early grade reading intervention in Haiti with a mixed-methods analysis of factors that explain variation in program effects. We study program impact using a randomized controlled trial e…
Early literacy skill development and motivation in the low-income context of Haiti
Improving Reading Instruction and Students’ Reading Skills in the Early Grades
In Haiti, 49% of students cannot read a single word in Creole by the time they start grade 3, which is reflective of a broader learning crisis in low‐income and fragile contexts. Read to Learn, an early‐grade literacy intervention, was implemented and evaluated from fall 2014 through spring 2016 with the aim of improving students’ reading skills. Students were given learning materials in their mother tongue, teachers were provided with training a…
Improving Reading Instruction and Students’ Reading Skills in the Early Grades
In Haiti, 49% of students cannot read a single word in Creole by the time they start grade 3, which is reflective of a broader learning crisis in low‐income and fragile contexts. Read to Learn, an early‐grade literacy intervention, was implemented and evaluated from fall 2014 through spring 2016 with the aim of improving students’ reading skills. Students were given learning materials in their mother tongue, teachers were provided with training a…
Improving Reading Instruction and Students’ Reading Skills in the Early Grades
In Haiti, 49% of students cannot read a single word in Creole by the time they start grade 3, which is reflective of a broader learning crisis in low‐income and fragile contexts. Read to Learn, an early‐grade literacy intervention, was implemented and evaluated from fall 2014 through spring 2016 with the aim of improving students’ reading skills. Students were given learning materials in their mother tongue, teachers were provided with training a…
Early literacy skill development and motivation in the low-income context of Haiti
Explaining Variation in Treatment Effects
This article contributes to understanding the effectiveness of early grade reading interventions in low-income-country contexts and how and why such interventions vary in their effectiveness across schools. It presents the results from an impact evaluation of an early grade reading intervention in Haiti with a mixed-methods analysis of factors that explain variation in program effects. We study program impact using a randomized controlled trial e…
Activating systems of care for whole child development in fragile contexts
Early childhood is a critical period for shaping long-term developmental outcomes, yet in fragile contexts like Haiti, state systems often lack the capacity to deliver comprehensive early childhood development (ECD) services. This study examines the Leveraging the Home, School, and Church (L3) initiative in Northern Haiti, a whole child development (WCD) intervention implemented with the Catholic Church. Using the Qualitative Impact Protocol (QuI…
Psychology (3 works) · Reading and Literacy Development (3 works) · Early Childhood Education and Development (2 works) · Literacy (2 works) · Mathematics education (2 works) · Parental Involvement in Education (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychological intervention (2 works) · Reading (process) (2 works)