The long-term effect of alternative education on self-regulated learning: A comparison between Montessori, Dalton, and traditional education

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Vivian E. Morssink-Santing , Symen van der Zee , Lida T. Klaver , Jaap de Brouwer , Patrick H.M. Sins
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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.

替代教育对自我调节学习的长期影响:蒙特梭利、道尔顿和传统教育的比较
随着蒙特梭利和道尔顿等另类中学在荷兰的兴起,对其有效性的研究变得至关重要。另类学校更加注重学生的自主性和独立性,这可能会使学生更好地掌握接受高等教育所必需的自我调节学习(SRL)技能。本研究旨在调查中等(另类)教育向高等教育的过渡情况。更具体地说,通过引导分层回归法,比较了原道尔顿中学学生(184 人)、蒙台梭利中学学生(150 人)和普通中学学生(8614 人)在中学教育和高等教育之间的适应性,例如在学会合作和单独工作以及 SRL 技能方面的适应性。结果显示,原道尔顿学生对中学教育与高等教育契合度的评价明显高于接受普通教育的学生。在比较蒙特梭利教育和常规教育学生的适应性时,或在比较蒙特梭利教育和道尔顿教育与常规教育学生的自学能力时,没有发现其他明显差异。本文讨论了替代教育与常规教育之间差异的其他解释。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.90
自引率
6.50%
发文量
90
审稿时长
62 days
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.
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