Literaturnachweis - Detailanzeige
| Autor/inn/en | Dronkers, Jaap; Avram, Silvia |
|---|---|
| Titel | What Can International Comparisons Teach Us about School Choice and Non-Governmental Schools in Europe? |
| Quelle | In: Comparative Education, 51 (2015) 1, S.118-132 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-0068 |
| DOI | 10.1080/03050068.2014.935583 |
| Schlagwörter | Comparative Analysis; School Choice; Parent Background; Foreign Countries; Educational Finance; Religious Education; Educational Philosophy; Cross Cultural Studies; Social Class; Social Capital; Government Role; European Union |
| Abstract | All European states have a primary obligation to establish and maintain governmental schools everywhere, but as the result of political struggle and constitutional guarantees, they have also allowed and often financed non-state schools based on special pedagogical, religious or philosophical ideas. Depending on the level of state grants for non-state schools, states have more or less the right to supervise these non-governmental schools and seek to guarantee that the quality of organisation and teachers are not lower than those in governmental schools. Using comparable cross-national data for all member states of the European Union, we first describe four existing basic arrangements of non-governmental and governmental schools: integrated educational systems of public and non-state schools, denomination supportive educational systems, limited-support non-governmental schools and educational systems with segregated public and non-state schools. Using the same cross-national data for all member states of the European Union, we then explore three other topics: parental background and the choice of non-governmental schools, non-governmental schools and their cognitive outcomes, and non-governmental schools and their non-cognitive outcomes. There are important differences between non-governmental-"in"dependent (without state grants) and non-governmental-"de"pendent schools (with state grants); that school choice of non-governmental-"de"pendent schools is more related to socially mobile parents, whereas schools choice of non-governmental-"in"dependent schools is more related the reproduction of social classes; that in a majority of European countries, non-governmental-"de"pendent schools are more effective cognitively than governmental schools, but that non-governmental-"in"dependent schools are more effective cognitively only in a few countries and more ineffective in a larger number of countries. Also non-governmental-"de"pendent schools are "not" more effective non-cognitively than governmental schools. (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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