Can Alternative Education Increase Children's Early School Engagement? A Longitudinal Study from Kindergarten to Third Grade

Autor/inn/en	de Bilde, Jerissa; Van Damme, Jan; Lamote, Carl; De Fraine, Bieke
Titel	Can Alternative Education Increase Children's Early School Engagement? A Longitudinal Study from Kindergarten to Third Grade
Quelle	In: School Effectiveness and School Improvement, 24 (2013) 2, S.212-233 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2012.749795
Schlagwörter	Academic Achievement; Nontraditional Education; Traditional Schools; Language Skills; Language Acquisition; Mathematics Achievement; School Effectiveness; Socioeconomic Status; Student Participation; Learner Engagement; Teaching Methods; Longitudinal Studies; Elementary School Students; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Schulleistung; Non-traditional education; Alternative Erziehung; Traditioneller Unterricht; Language skill; Sprachkompetenz; Sprachaneignung; Spracherwerb; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schuleffizienz; Socio-economic status; Sozioökonomischer Status; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Belgien
Abstract	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. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10