Schooltypen in het lager onderwijs en milieuspecifieke leerprestaties

Samenvatting

As part of an ongoing research program on the social determinants of class-specific achievement in elementary schools, curricular data from 188 schools in northern Holland were collected. Interviews were held with the teachers of grades 4, 5, & 6, focusing 15 aspects of the curriculum (eg, autonomy of pupils, modes of teacher control, curricular participation of parents, & kind of teacher motivation). Scaling procedures were applied on each aspect. Correlations between the 15 variables revealed that educational ideology was not differentiated along the 'formal vs informal' dimension. Cluster analysis of the 15 variables suggested 6 curriculum types: 4 mixed, 1 formal, & 1 informal. The dependent variables concerned achievement in mathematics & Dutch of about 5,000 sixth-grade pupils. Wc pupils in schools with a formal-type curriculum scored highest on the tests; however, these schools had a high proportion of Mc pupils. Analysis of variance revealed that schools' SES was responsible for the different achievements of the Wc pupils, not different kinds of curricula. 7 Tables. Modified AA.