About this paper

Appears in:
Pages: 442-446
Publication year: 2019
ISBN: 978-84-09-14755-7
ISSN: 2340-1095
doi: 10.21125/iceri.2019.0144

Conference name: 12th annual International Conference of Education, Research and Innovation
Dates: 11-13 November, 2019
Location: Seville, Spain

DALTON PLAN PUPILS’ PROGRESS IN READING COMPREHENSION AND METACOGNITIVE MONITORING: LONGITUDINAL STUDY

J. Rican, B. Lanková

University of Jan Evangelista Purkyne in Usti nad Labem (CZECH REPUBLIC)
The presented paper deals with the progress in 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 see e.g. Lanková, 2019; for logical thinking see e.g. Chytrý, 2018). 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 specific curriculum of Dalton Plan in relation to the reading comprehension and metacognitive monitoring and also suggestions for future research in this specific area, limits of this study and suggestions for theory and clinical practice.
@InProceedings{RICAN2019DAL,
author = {Rican, J. and Lankov{\'{a}}, B.},
title = {DALTON PLAN PUPILS’ PROGRESS IN READING COMPREHENSION AND METACOGNITIVE MONITORING: LONGITUDINAL STUDY},
series = {12th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2019 Proceedings},
isbn = {978-84-09-14755-7},
issn = {2340-1095},
doi = {10.21125/iceri.2019.0144},
url = {http://dx.doi.org/10.21125/iceri.2019.0144},
publisher = {IATED},
location = {Seville, Spain},
month = {11-13 November, 2019},
year = {2019},
pages = {442-446}}
TY - CONF
AU - J. Rican AU - B. Lanková
TI - DALTON PLAN PUPILS’ PROGRESS IN READING COMPREHENSION AND METACOGNITIVE MONITORING: LONGITUDINAL STUDY
SN - 978-84-09-14755-7/2340-1095
DO - 10.21125/iceri.2019.0144
PY - 2019
Y1 - 11-13 November, 2019
CI - Seville, Spain
JO - 12th annual International Conference of Education, Research and Innovation
JA - ICERI2019 Proceedings
SP - 442
EP - 446
ER -
J. Rican, B. Lanková (2019) DALTON PLAN PUPILS’ PROGRESS IN READING COMPREHENSION AND METACOGNITIVE MONITORING: LONGITUDINAL STUDY, ICERI2019 Proceedings, pp. 442-446.
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