Dalton Plan Pupils' Progress in Reading Comprehension and Metacognitive Monitoring: Longitudinal Study
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F19%3A43895001" target="_blank" >RIV/44555601:13430/19:43895001 - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.21125/iceri.2019.0144" target="_blank" >http://dx.doi.org/10.21125/iceri.2019.0144</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/iceri.2019.0144" target="_blank" >10.21125/iceri.2019.0144</a>
Alternative languages
Result language
angličtina
Original language name
Dalton Plan Pupils' Progress in Reading Comprehension and Metacognitive Monitoring: Longitudinal Study
Original language description
The presented paper deals with the progress of the pupils attending schools implementing elements of the Dalton Plan (pedocentric alternative education concept) at the level of reading comprehension and metacognitive monitoring. The Dalton Plan stems from Helen Parkhurst's ideas accentuating independence, responsibility and freedom. There are legitimate concerns that the current educational curriculum does not stimulate pupils' educational potential (no statistical differences between grades - for metacognitive monitoring [12]; for logical thinking [8]). The Dalton Plan accentuates the didactic approaches for which there is a real presumption encouraging pupils' reading comprehension and their metacognitive monitoring (e.g. deferred attention method; pupils' autonomous task sorting time management; pupils' monthly planning in terms of quantity, quality, and order of activities). The identical cohort of pupils was followed over one year. Pupils (N = 89) were tested first in the 4th and then in the 5th grade. The hypothesis was tested whether or not there is a difference in the level of reading comprehension and metacognitive monitoring in the pupils attending the Dalton School in a one-year interval. Statistically significant differences indicating progress were demonstrated through Wilcox test in both above mentioned areas: reading comprehension (p = 0.01151) and metacognitive monitoring (p = 0.000215). The conclusion part of the study suggests possible outcome explanations based on the specific curriculum of the Dalton Plan in relation to reading comprehension and metacognitive monitoring and also contains suggestions for future research in this specific area, limits of this study and suggestions for theory and clinical practice.
Czech name
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Czech description
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Classification
Type
D - Article in proceedings
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2019
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
ICERI2019 Proceedings
ISBN
978-84-09-14755-7
ISSN
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e-ISSN
2340-1095
Number of pages
5
Pages from-to
442-446
Publisher name
ICERI
Place of publication
Seville
Event location
Spain - Seville
Event date
Nov 11, 2019
Type of event by nationality
WRD - Celosvětová akce
UT code for WoS article
000530109200062