A aprendizagem em Territórios Educativos de Intervenção Prioritária: a visão dos alunos

Translated title of the contribution: Learning in Educational Territories of Priority Intervention: the students' vision

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Abstract

What makes students with different performance profiles learn more? What prevents them from learning? What effects do gender and socioeconomic variables have on students’ performance? These were the research questions of an exploratory study conducted in twenty-one Priority Intervention Educational Territories in the North of Portugal. An open questionnaire has been applied, consisting of seven questions relating to socio-demographic issues (school year, class, age, gender, father’s and mother’s qualifications, people they live with) and two open questions that asked the students to write a sentence or a short text of around 100 words according to the following instructions (1) The situations that make me learn the most in the classroom are; (2) The situations that make me learn the least in the classroom are. We were able to collect the answers from 695 students from the 5th and the 7th grades, during the school year of 2012-2013.The main results show that there are gender differences in school success (boys have worse outcomes), that the cultural and social capital have an expressive impact on students’ success, that teachers’ ways of teaching have a capital importance on students’ perception of learning, that the ways of being in the classroom have an expressive impact on learning difficulties and that students’ characteristics and behaviors play a significant role on (non) learning, mostly in the case of students with lower academic achievements.
Translated title of the contributionLearning in Educational Territories of Priority Intervention: the students' vision
Original languagePortuguese
JournalRevista Portuguesa de Investigação Educacional
Issue number14
DOIs
Publication statusPublished - 2014

Keywords

  • Learning
  • Teaching strategies
  • Classroom climate
  • Student engagement
  • Priority intervention educational territories

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