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Towards a Comprehensive School Effectiveness Model of Citizenship Education: An Empirical Analysis of Secondary Schools in The Netherlands

Author

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  • Manja Coopmans

    (Department of Child Development and Education, University of Amsterdam, 1018 WS Amsterdam, The Netherlands)

  • Geert Ten Dam

    (Department of Child Development and Education, University of Amsterdam, 1018 WS Amsterdam, The Netherlands)

  • Anne Bert Dijkstra

    (Department of Child Development and Education, University of Amsterdam, 1018 WS Amsterdam, The Netherlands)

  • Ineke Van der Veen

    (Kohnstamm Institute, University of Amsterdam, 1018 WB Amsterdam, The Netherlands)

Abstract

We still have only a limited understanding of the effectiveness of schools in promoting citizenship, the factors explaining this effectiveness and the way in which these aspects interact. Using elaborate cross-sectional data from students, teachers, team leaders and school leaders at 78 Dutch secondary schools, this study empirically examines a school effectiveness model of citizenship education in order to achieve a more comprehensive explanation of citizenship competence acquisition. Using multilevel structural equation models, we analyze direct and indirect school-level predictors of student knowledge, attitudes and self-evaluated skills regarding citizenship. Four aspects of citizenship education are examined: the school’s policies regarding citizenship education, its teaching practices, and its professional and pedagogical learning environment (i.e., teaching community and classroom climate). With respect to school policies, positive effects are found for the attention paid to citizenship education in staff meetings. The professional learning environment is related to students’ citizenship competences mainly indirectly, via the average classroom climate. Effects of teaching practices vary: more emphasis on monitoring is more frequently found at schools with lower average levels of citizenship competences, whereas schools that let students choose their own topics in class have on average higher levels of citizenship competences.

Suggested Citation

  • Manja Coopmans & Geert Ten Dam & Anne Bert Dijkstra & Ineke Van der Veen, 2020. "Towards a Comprehensive School Effectiveness Model of Citizenship Education: An Empirical Analysis of Secondary Schools in The Netherlands," Social Sciences, MDPI, vol. 9(9), pages 1-32, September.
    • Handle: RePEc:gam:jscscx:v:9:y:2020:i:9:p:157-:d:411886
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    References listed on IDEAS

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    1. Anders Skrondal & Petter Laake, 2001. "Regression among factor scores," Psychometrika, Springer;The Psychometric Society, vol. 66(4), pages 563-575, December.
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    Cited by:

    1. José María Álvarez-Martínez-Iglesias & Pedro Miralles-Martínez & Jesús Molina-Saorín & Francisco Javier Trigueros-Cano, 2021. "Secondary School Students’ Perception of the Acquisition of Social Science Skill," Social Sciences, MDPI, vol. 10(4), pages 1-12, March.
    2. Liyuan Liu & Steven Donbavand & Bryony Hoskins & Jan Germen Janmaat & Dimokritos Kavadias, 2021. "Measuring and Evaluating the Effectiveness of Active Citizenship Education Programmes to Support Disadvantaged Youth," Social Sciences, MDPI, vol. 10(10), pages 1-10, October.
    3. Geert Ten Dam & Anne Bert Dijkstra & Ineke Van der Veen & Anne Van Goethem, 2020. "What Do Adolescents Know about Citizenship? Measuring Student’s Knowledge of the Social and Political Aspects of Citizenship," Social Sciences, MDPI, vol. 9(12), pages 1-24, December.

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