{"title":"The effectiveness of alternative education: a comparison between primary Dalton schools and traditional schools on outcomes of schooling","authors":"P.H.M. Sins, Symen van der Zee, J. Schuitema","doi":"10.1080/09243453.2021.1987278","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"169 - 197"},"PeriodicalIF":2.8000,"publicationDate":"2021-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Effectiveness and School Improvement","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09243453.2021.1987278","RegionNum":3,"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
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.
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
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