Can alternative education increase children's early school engagement? A longitudinal study from kindergarten to third grade

Autor:	Bieke De Fraine, Jerissa de Bilde, Carl Lamote, Jan Van Damme
Rok vydání:	2013
Předmět:	Longitudinal study Teaching method education Mathematics education Primary education Mainstream Academic achievement Psychology Language acquisition Alternative education Socioeconomic status Education Developmental psychology
Zdroj:	School Effectiveness and School Improvement. 24:212-233
ISSN:	1744-5124 0924-3453
DOI:	10.1080/09243453.2012.749795
Popis:	The current study examines the impact of alternative education on children's early school engagement in terms of school enjoyment and independent participation. A sample of 2,776 children from traditional (e.g., mainstream) and alternative (Freinet and Waldorf) Flemish schools was followed from their 3rd year of kindergarten until 3rd grade. The present study does not evidence a positive effect of alternative education on school engagement. In contrast, it was found that in alternative education children acted less independent compared to traditional schools. Furthermore, differential effects in terms of children's socioeconomic status and initial language achievement are explored. In alternative schools, children's initial level of language achievement tends to be less determinative for their school engagement compared to traditional schools.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::ccb8cb03d68c479de47ee87b27495192 https://doi.org/10.1080/09243453.2012.749795 Zobrazit plný text záznamu