Overcoming school underachievement: a view on strategies of “student grouping”

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dc.contributor.authorCosta, Isabel
dc.contributor.authorLoureiro, Armando
dc.contributor.authorSá, Virgínio
dc.contributor.authorRodrigues, Marta
dc.date.accessioned2018-03-13T16:36:45Z
dc.date.available2018-03-13T16:36:45Z
dc.date.issued2018-01-22
dc.description.abstractAfter decades of being identified as one of the EU member-states with the highest rates of school underachievement and dropout, in recent years, Portugal consistently reduced those figures. Aware of the complexity of ESL problematic, it is important to look at pervasive controversies regarding some dimensions of the measures developed to promote the said change. A national project – EDUPLACES - was designed to identify inclusive socio-educational practices. Addressing two national Programs targeted to overcome school disengagement, a multiple-case study is being developed in four territorial units across the country. One of EDUPLACES’ research questions is to find out, from the point of view of institutional heads, which processes and factors, rationales and (institutional, community, local) partnerships contribute to building practices of inclusive education (i.e. aimed at overcoming school underachievement and dropout). The first outcomes of the project’s year one, based on documental data analysis and in semi-structured interviews to institutional heads, have allowed for the identification of 11 inclusive practices, distributed across the 4 territorial units under study and a Portfolio containing analyses of the selected practices, based on relevant literature, was assembled. A transversal analysis of those practices led to a typology of inclusive practices (still under conceptualization and open to further progress). So far, four types of inclusive practices have been described: “academic support” “ability grouping”; “mediation”; and “pedagogical differentiation”. This presentation will focus on the type of “student grouping”. Apart from the conceptual definition of this type of inclusive practice, the type of students targeted by this practice will be identified, the organisation of the practice will be explained, and a brief description of strategies, processes, resources and results, will be offered, along with some issues that came to light as the study went on, namely the type of student grouping.pt_PT
dc.identifier.urihttp://hdl.handle.net/10348/8337
dc.language.isoengpt_PT
dc.relation.ispartofCETRAD - Centro de Estudos Transdisciplinares para o Desenvolvimentopt_PT
dc.rightsopen accesspt_PT
dc.titleOvercoming school underachievement: a view on strategies of “student grouping”pt_PT
dc.typeconferenceObjectpt_PT
degois.publication.locationAntwerppt_PT
degois.publication.titleRESL.eu 2018 22-24 January Belgium, Antwerp: University Collegept_PT
dspace.entity.typePublicationen
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