Traditional and Non-Traditional Educational Outcomes: Trade-Off or Complementarity?

Autor/inn/en	van der Wal, Marieke; Waslander, Sietske
Titel	Traditional and Non-Traditional Educational Outcomes: Trade-Off or Complementarity?
Quelle	In: School Effectiveness and School Improvement, 18 (2007) 4, S.409-428 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Educational Objectives; Outcomes of Education; Academic Achievement; Foreign Countries; Interpersonal Competence; Comparative Analysis; Nontraditional Education; Conventional Instruction; Urban Schools; School Effectiveness; Educational Improvement; Netherlands; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Schulleistung; Ausland; Interpersonale Kompetenz; Non-traditional education; Alternative Erziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schuleffizienz; Teaching improvement; Unterrichtsentwicklung; Niederlande
Abstract	Recently, schools have increasingly been charged with enhancing non-traditional academic competencies, in addition to traditional academic competencies. This article raises the question whether schools can implement these new educational goals in their curricula and simultaneously realise the traditional ones or whether a trade-off between educational goals occurs in schools. It is argued that this question centres on the issue of whether the development of traditional and non-traditional competencies is complementary or competitive. By reviewing the literature and by conducting multivariate multilevel analysis on data gathered in 26 secondary schools in The Netherlands, the article addresses the probability of occurrence of school trade-off between educational outcomes. Results of our analyses do not unambiguously support the occurrence of trade-off, nor the proposition that traditional and non-traditional competencies are complementary. It is concluded that both trade-off and complementarity may occur, depending on specific school conditions. (Contains 1 figure, 3 tables and 1 note. Appended are the following: Elaboration on multivariate multilevel analysis; and Univariate multilevel analyses on perceived academic competence, perceived social competence, political engagement, knowledge of the democratic system, reading, mathematics, and general self-concept.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10