另类教育的有效性:道尔顿小学与传统学校教育成果的比较

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Effectiveness and School Improvement Pub Date : 2021-10-21 DOI:10.1080/09243453.2021.1987278

P.H.M. Sins, Symen van der Zee, J. Schuitema

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引用次数: 0

摘要

荷兰有大约800所学校，另类教育是荷兰小学教育的重要组成部分。道尔顿教育拥有近400所学校，是荷兰最大的另类教育形式。考虑到道尔顿教育的规模和受欢迎程度，这些学校的影响几乎没有得到实证研究，这是相当值得注意的。本研究的目的是比较道尔顿学校学生与传统学校学生的认知和非认知结果以及公民能力。比较了幼儿园、三年级和六年级学生在语言、数学(认知结果)、幸福感、自我效能感、任务动机(非认知结果)和公民能力方面的得分。多层次分析结果表明，道尔顿学校与传统学校在这些指标上几乎没有显著差异。

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The effectiveness of alternative education: a comparison between primary Dalton schools and traditional schools on outcomes of schooling

ABSTRACT With approximately 800 schools, alternative education is a substantial part of primary education in the Netherlands. With nearly 400 schools, Dalton education is the largest form of alternative education in the Netherlands. Given the size and popularity of Dalton education, it is rather remarkable that the effects of these schools have hardly been subject of empirical research. The aim of this study is to compare the cognitive and noncognitive outcomes and citizenship competencies of students attending Dalton schools with those of students from traditional schools. The scores of students in kindergarten, third grade, and sixth grade on language, math (cognitive outcomes), wellbeing, self-efficacy, task motivation (noncognitive outcomes), and citizenship competencies were compared. The results from multilevel analyses show that there are hardly any significant differences between Dalton schools and traditional schools on these measures.

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来源期刊

School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

0.00%

发文量

期刊介绍： School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform