The Effectiveness of Alternative Education: A Comparison between Primary Dalton Schools and Traditional Schools on Outcomes of Schooling

Autor/inn/en	Sins, Patrick H. M.; van der Zee, Symen; Schuitema, Jaap A.
Titel	The Effectiveness of Alternative Education: A Comparison between Primary Dalton Schools and Traditional Schools on Outcomes of Schooling
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 2, S.169-197 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sins, Patrick H. M.) ORCID (Schuitema, Jaap A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2021.1987278
Schlagwörter	Nontraditional Education; Instructional Effectiveness; Outcomes of Education; Foreign Countries; Kindergarten; Grade 3; Grade 6; Academic Achievement; Well Being; Self Efficacy; Student Motivation; Citizenship Education; Teaching Methods; Netherlands + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Unterrichtserfolg; Lernleistung; Schulerfolg; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06; Schulleistung; Well-being; Wellness; Wohlbefinden; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Niederlande
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01