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ERIC Number: EJ933445
Record Type: Journal
Publication Date: 2011
Pages: 25
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-1380-3611
School Sector Variation on Non-Cognitive Dimensions: Are Non-Public but Publicly Supported Schools More Effective?
Avram, Silvia; Dronkers, Jaap
Educational Research and Evaluation, v17 n2 p115-139 2011
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Austria; Belgium; Czech Republic; Denmark; Finland; France; Germany; Hungary; Ireland; Luxembourg; Netherlands; Portugal; Slovakia; Spain; Sweden; Switzerland
Identifiers - Assessments and Surveys: Program for International Student Assessment