Specific tutoring: a strategy for promoting educational success in three middle-schools

M. Oliveira, C. Palmeirão

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review


In the context of the creation of conditions that favour the learning success and the students’ development, the “specific mentoring” or “self-regulatory” mentoring, are structured as a programme proposed by the Portuguese Ministry of Education to be applied to students between the fifth and ninth grades with two or more retentions (DN 4-A/2016). In this alignment, the study we now present consists of an analysis of the reality boosted and developed in three middle-schools in the Oporto region (Portugal), in order to better understand the effects of this programme in/for the educational success of the tutored students. With this purpose, we proceeded to the conceptual and theoretical clarification, using the theoretical, normative and conceptual referential associated with the learning self-regulation. At the methodological level, we carried out an investigation strategy of qualitative nature, in the form of a “case study” and, therefore, inscribed in the logic of studying the particular, specific and unique (Yin, 1989), trying to understand the pedagogical advantages of the programme and its practical effects in the learning success of the tutored students. The data gathered and analysed using the techniques of collection, production and interpretation of results (e.g. document analysis, questionnaire, interview, focus group and free observation), allowed us to deduct the alignment and pedagogical validity of the programme to promote school success. In fact, the studies in general and ours in particular, concerning the tutoring programme in a school environment relate the high quality and prolonged relationship with improvements on a personal, academic and behavioural level (Alarcão & Simões, 2009; DuBois, Holloway, Valentine & Cooper, 2002; Fletcher, 2005; Raposa, et al., 2019), being the learning gains more evident in students at risk.
Original languageEnglish
Title of host publicationEDULEARN21 Proceedings
EditorsL. Gómez Chova, A. López Martínez, I. Candel Torres
PublisherIATED Academy
Number of pages9
ISBN (Print)9788409312672
Publication statusPublished - 1 Jul 2021
Event13th Annual International Conference on Education and New Learning Technologies - Online, Palma de Mallorca, Spain
Duration: 5 Jul 20216 Jul 2021
Conference number: 13

Publication series

PublisherInternational Academy of Technology, Education and Development
ISSN (Electronic)2340-1117


Conference13th Annual International Conference on Education and New Learning Technologies
Abbreviated titleEDULEARN21 Conference
CityPalma de Mallorca


  • Tutoring
  • Specific tutoring
  • Self-regulation
  • Learning and educational success


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