Vivian E. Morssink-Santing , Symen van der Zee , Lida T. Klaver , Jaap de Brouwer , Patrick H.M. Sins
{"title":"The long-term effect of alternative education on self-regulated learning: A comparison between Montessori, Dalton, and traditional education","authors":"Vivian E. Morssink-Santing , Symen van der Zee , Lida T. Klaver , Jaap de Brouwer , Patrick H.M. Sins","doi":"10.1016/j.stueduc.2024.101380","DOIUrl":null,"url":null,"abstract":"<div><p>With the rise of secondary alternative schools in the Netherlands, such as Montessori and Dalton, research into its effectiveness has become crucial. Alternative schools’ greater focus on autonomy and independence may better equip students with the self-regulated learning (SRL) skills essential for higher education. The aim of this study is to investigate the transition of secondary (alternative) education to higher education. More specifically, former Dalton (<em>N</em> = 184), Montessori (<em>N</em> = 150), and regular (<em>N</em> = 8614) secondary education students are compared on the perceived fit between secondary education and higher education, for example in regard to learning to work together and work alone, and SRL skills in a bootstrapped hierarchical regression. Results show that former Dalton students rate the fit of their secondary education to their higher education significantly better than students who attended regular education. No other significant differences were found when comparing Montessori and regular education students regarding fit, or when comparing both Montessori and Dalton to regular education regarding the SRL skills of students. Alternative explanations regarding the differences between alternative and regular educations are discussed.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000592/pdfft?md5=093d8493b1f1b5db3cde447c61b696d4&pid=1-s2.0-S0191491X24000592-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Educational Evaluation","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191491X24000592","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
With the rise of secondary alternative schools in the Netherlands, such as Montessori and Dalton, research into its effectiveness has become crucial. Alternative schools’ greater focus on autonomy and independence may better equip students with the self-regulated learning (SRL) skills essential for higher education. The aim of this study is to investigate the transition of secondary (alternative) education to higher education. More specifically, former Dalton (N = 184), Montessori (N = 150), and regular (N = 8614) secondary education students are compared on the perceived fit between secondary education and higher education, for example in regard to learning to work together and work alone, and SRL skills in a bootstrapped hierarchical regression. Results show that former Dalton students rate the fit of their secondary education to their higher education significantly better than students who attended regular education. No other significant differences were found when comparing Montessori and regular education students regarding fit, or when comparing both Montessori and Dalton to regular education regarding the SRL skills of students. Alternative explanations regarding the differences between alternative and regular educations are discussed.
期刊介绍:
Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.