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Open AccessArticle

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

1
Department of Child Development and Education, University of Amsterdam, 1018 WS Amsterdam, The Netherlands
2
Kohnstamm Institute, University of Amsterdam, 1018 WB Amsterdam, The Netherlands
*
Author to whom correspondence should be addressed.
Soc. Sci. 2020, 9(9), 157; https://doi.org/10.3390/socsci9090157
Received: 16 July 2020 / Revised: 20 August 2020 / Accepted: 4 September 2020 / Published: 10 September 2020
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. View Full-Text
Keywords: citizenship education; citizenship competences; educational effectiveness; school policies; learning environment; classroom climate; teaching practices citizenship education; citizenship competences; educational effectiveness; school policies; learning environment; classroom climate; teaching practices
MDPI and ACS Style

Coopmans, M.; Ten Dam, G.; Dijkstra, A.B.; Van der Veen, I. Towards a Comprehensive School Effectiveness Model of Citizenship Education: An Empirical Analysis of Secondary Schools in The Netherlands. Soc. Sci. 2020, 9, 157. https://doi.org/10.3390/socsci9090157

AMA Style

Coopmans M, Ten Dam G, Dijkstra AB, Van der Veen I. Towards a Comprehensive School Effectiveness Model of Citizenship Education: An Empirical Analysis of Secondary Schools in The Netherlands. Social Sciences. 2020; 9(9):157. https://doi.org/10.3390/socsci9090157

Chicago/Turabian Style

Coopmans, Manja; Ten Dam, Geert; Dijkstra, Anne B.; Van der Veen, Ineke. 2020. "Towards a Comprehensive School Effectiveness Model of Citizenship Education: An Empirical Analysis of Secondary Schools in The Netherlands" Soc. Sci. 9, no. 9: 157. https://doi.org/10.3390/socsci9090157

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Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

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