OECD Reviews of School Resources: Portugal 2018

Liebowitz, David D.; González, P. Fernández; Hooge, Edith; Lima, Gonçalo

doi:10.1787/9789264308411-en

Cited by 30 publications

(44 citation statements)

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“…This allows teachers to intervene to appropriately scaffold learning or provide additional supports while the child is still young. Such measures are more effective the earlier they begin and can ensure that students do not move thorough grades accumulating major gaps in their learning, which is currently a concern in Romania (Kitchen et al, 2017 [1]).…”

Section: Early Diagnosis Of Learning Needsmentioning

confidence: 99%

“…This system encourages teachers to focus on the top-performing students, and measure student success in terms of high marks and entry to an elite high school. Students who do less well in academic tests tend to receive less support and are directed towards vocational programmes independent of whether this meets their learning interests and goals (Kitchen et al, 2017 [1]).…”

Section: Setting High Expectations For All Studentsmentioning

confidence: 99%

“…This has ingrained a culture of academic competition that encourages teachers and schools to narrowly focus on the top-performing students. As a result, there is a risk that students who might be struggling to develop their functional literacy skills will receive less attention (Kitchen et al, 2017 [1]).…”

Section: Setting High Expectations For All Studentsmentioning

confidence: 99%

“…According to the 2011 Education Law, Romania's education system is governed by a set of principles that include fairness, quality, relevance, efficiency and public responsibility. While these principles provide a basis to establish a more equitable education system, implementation of the Education Law has been mixed, partly because of changes in policy direction and political leadership (Kitchen et al, 2017 [1]). Improving functional literacy for all Romanian students not only requires a strong commitment to support struggling and disadvantaged students.…”

Section: Effective Implementation and Capacity Developmentmentioning

confidence: 99%

“…In Romania, as students prepare for examinations they begin to resist classroom practice they see as irrelevant to test preparation (Kitchen et al, 2017 [1]). The existence of a high-stakes examination at the end of Grade 8 means that this affect starts earlier in Romania than in many countries.…”

Section: Student Drive and Motivationmentioning

confidence: 99%

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Improving educational equity in Romania

2020

OECD Education Policy Perspectives

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Section: Early Diagnosis Of Learning Needsmentioning

confidence: 99%

Section: Setting High Expectations For All Studentsmentioning

confidence: 99%

Section: Setting High Expectations For All Studentsmentioning

confidence: 99%

Section: Effective Implementation and Capacity Developmentmentioning

confidence: 99%

Section: Student Drive and Motivationmentioning

confidence: 99%

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Improving educational equity in Romania

2020

OECD Education Policy Perspectives

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The burnout experience among teachers: A profile analysis

Mota

Lopes

Oliveira

2023

Psychology in the Schools

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The burnout syndrome is a public health problem and is considered a subjective experience, which depends on the interpretation and evaluation individuals make of their work. In the educational context, the causes and consequences of burnout in teachers are multiple. The aim of this study is to explore the profiles of teachers with burnout and teachers without burnout in terms of (i) cognitive appraisal, (ii) perceived organizational justice, (iii) perception of administrative tasks, (iv) perception of students' misbehavior, and (v) perceived impact of parents' role on teachers' well‐being. A total of 1878 Portuguese teachers from primary to secondary education, 81% women and 19% men, aged between 23 and 66 years (M = 48; SD = 7.67) participated in this study. The results indicate statistically significant differences between teachers with and without burnout, although the two groups show an identical response pattern (i.e., parallel). The results also suggest that administrative tasks, distributive justice of rewards, students' misbehavior, and parents, negatively impact the teachers' well‐being, regardless of whether they are burned out or not. The threat and challenge perceptions are the variables with the most accentuated average differences between teachers of the two groups.

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The Portuguese Educational Policy to Ensure Equity in Learning in Times of Crises

Costa

Baptista

Carvalho

2021

Primary and Secondary Education During Covid-19

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This study aims to analyze the Portuguese government policy pronouncements to face COVID-19 and to examine how the policy measures have been enacted and interpreted by teachers to ensure equity in learning. The study is rooted on a cognitive approach to public policy, and grounds on the notion of theréférentiel. A qualitative and interpretative methodology was used, based on the analysis of official and public documents prepared and made available during the confinement period (March to July 2020) on the Ministry of Education website. Also, interviews were conducted with 15 teachers from various Portuguese schools. Findings show that public authorities quickly responded using informative (e.g., websites to support schools, a TV program, YouTube channels) and communicational (e.g., Facebook, a platform for school principals, email to pose questions) tools. Moreover, the pandemic crisis put equity issues at the center of all concerns and led to the discussion around equity in education to become more pronounced. The differences between distance and in person learning have been made clear while vulnerable students were forced to stay at home, with little or no conditions to learn and without support for studying. We conclude that the general guiding principles behind the policy measures to combat the pandemic at the state and school level were based in a referential that incorporates the constitutional right of ‘school for all’, which is focused on schools’ educational role, while also assigning schools social and economic responsibilities.

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OECD Reviews of School Resources: Portugal 2018

Cited by 30 publications

References 0 publications

Improving educational equity in Romania

Improving educational equity in Romania

The burnout experience among teachers: A profile analysis

The Portuguese Educational Policy to Ensure Equity in Learning in Times of Crises

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