Dalton Plan Pupils' Progress in Reading Comprehension and Metacognitive Monitoring: Longitudinal Study

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Dalton Plan Pupils' Progress in Reading Comprehension and Metacognitive Monitoring: Longitudinal Study

Popis výsledku v původním jazyce

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&apos;s ideas accentuating independence, responsibility and freedom. There are legitimate concerns that the current educational curriculum does not stimulate pupils&apos; 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&apos; reading comprehension and their metacognitive monitoring (e.g. deferred attention method; pupils&apos; autonomous task sorting time management; pupils&apos; 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.

Název v anglickém jazyce

Dalton Plan Pupils' Progress in Reading Comprehension and Metacognitive Monitoring: Longitudinal Study

Popis výsledku anglicky

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&apos;s ideas accentuating independence, responsibility and freedom. There are legitimate concerns that the current educational curriculum does not stimulate pupils&apos; 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&apos; reading comprehension and their metacognitive monitoring (e.g. deferred attention method; pupils&apos; autonomous task sorting time management; pupils&apos; 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.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

ICERI2019 Proceedings

ISBN

978-84-09-14755-7

ISSN

—

e-ISSN

2340-1095

Počet stran výsledku

5

Strana od-do

442-446

Název nakladatele

ICERI

Místo vydání

Seville

Místo konání akce

Spain - Seville

Datum konání akce

11. 11. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000530109200062