School Sector Variation on Non-Cognitive Dimensions: Are Non-Public but Publicly Supported Schools More Effective?

Autor/inn/en	Avram, Silvia; Dronkers, Jaap
Titel	School Sector Variation on Non-Cognitive Dimensions: Are Non-Public but Publicly Supported Schools More Effective?
Quelle	In: Educational Research and Evaluation, 17 (2011) 2, S.115-139 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	Foreign Countries; Private Schools; Parochial Schools; Public Schools; School Effectiveness; Comparative Analysis; Conservation (Environment); Student Attitudes; Student School Relationship; Well Being; Austria; Belgium; Czech Republic; Denmark; Finland; France; Germany; Hungary; Ireland; Luxembourg; Netherlands; Portugal; Slovakia; Spain; Sweden; Switzerland; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Private school; Privatschule; Konfessionsschule; Public school; Öffentliche Schule; Schuleffizienz; Conservation; Environment; Konservierung; Bewahung; Umwelt; Schülerverhalten; Schüler-Lehrer-Beziehung; Well-being; Wellness; Wohlbefinden; Österreich; Belgien; Tschechische Republik; Dänemark; Finnland; Frankreich; Deutschland; Ungarn; Irland; Niederlande; Slowakei; Spanien; Schweden; Schweiz
Abstract	Denominational schooling makes up an important part of European educational systems. Given its specificity, denominational schooling can be expected to place a greater weight on values teaching and moral education. It also may be more successful in creating a warm and caring atmosphere, thus helping students to better emotionally connect to the school community. We compare public and publicly supported private (as a proxy to denominational) schools on 2 dimensions, namely the emotional integration with the rest of the school community and the concern and feelings of responsibility towards the environment. Except for Austria, Belgium, and Spain, no evidence could be found that the type of the school has any impact on the reported psychological adaptation to the school. In these 3 countries, publicly supported private schools tend to be more successful in integrating their students. Also, students in public and private dependent schools were equally environment oriented. (Contains 8 tables and 22 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10