IE - GIPE - Relatórios de Projectos de Investigação
URI permanente para esta coleção:
Navegar
Entradas recentes
- A retenção académica e performance a ciências em Portugal evidenciadas no PISA 2006Publication . Moreira, Isabel; Santos, Inês; Conboy, JosephA questão de retenção académica surgiu como um discurso marcante em política educacional em Portugal. Os dados do PISA 2006 facultam uma oportunidade para examinar essa questão numa grande amostra de alunos de 15 anos de idade. Focalizando a performance a ciências, os dados indicam que (a) Portugal fica entre os países com maior retenção; (b) os alunos retidos diferem sistematicamente dos não retidos em várias dimensões sociais; (c) a performance média a ciências, bem como nos seus três subdomínios, está linearmente associada com o número de vezes que os alunos ficaram retidos; (d) ficar retido tem maior influência na performance a ciências que o estatuto socioeconómico e cultural, quer do aluno, quer da escola. Apresentam-se algumas opções de política no contexto actual Português.
- National report: Data collected in PortugalPublication . César, MargaridaFAMA – Family Math for Adult Learners – is an international project involving countries like Spain, France, United Kingdom, Switzerland, Portugal and Italy. In the countries collecting data from mainstream schools, students were mainly 13/14 years old. Thus, in Portugal students were attending the 8th grade which is part of the compulsory education since a long time ago (AR, 1986). We assumed an interpretative approach (Denzin, 2002) and an intrinsic case study design (Stake, 1995), composed by multiple cases, one for each country involved in the FAMA project. In Portugal we selected one school in the surroundings of Lisbon where we collected the majority of the data. But as no school had as many mathematics teachers as we needed for the study (at least 25 per country), we also used other similar schools in the same region to collect the teachers’ questionnaires. In the Portuguese case study the participants were 28 teachers, 108 students attending the 8th grade, which corresponds to the all the classes of that grade in the chosen school, and 52 family members of those students. The majority of the family members were parents and there were many more mothers than fathers, as usual, in Portuguese schools. All the participants answered first to a questionnaire. There were three different questionnaires, each one of them for a group: teachers, students and families. Then, we selected some privileged informers to be interviewed: 5 teachers, 22 students and their 22 families. Then, we had a focus group for teachers (N=5) and three focus groups for students (N=3, N=6 and N=8, respectively, in a total of 17 students) and another three for families (N=3, N=5 and N=5, respectively, in a total of 13 family members, two of them being the mother and the father of the same student). We must underline the huge effort represented by these families collaboration in this study, as the majority of the interviews and all the focus groups took place in the school and they had to conjugate their schedules with ours. We were able to interview all family members whose children were also interviewed (N=22). From those we could only get 17 students and 13 family members for the focus groups, although none of them explicitly told us s/he did not want to participate. Those who did not participate were sick or had last minute troubles that did not allow them to be there at the scheduled time and place.