Student characteristics and PISA science performance: Portugal in cross-national comparison

Changing Teachers’ Feedback Practices: A Workshop Challenge

“…These observations are consistent with theoretical predictions (Black & Wiliam, 1998;Black et al, 2002). In addition, participant teachers viewed their students as more engaged in classroom participation (Carvalho et al, 2011;Fonseca et al, 2011;Fredricks et al 2004;Schussler, 2009;Veiga, 2009;Verkuyten & Thijs, 2009). Hattie's (2009) contention that feedback can be directed to different levels (the task, the processing of the task, self-regulation and the self) was supported by the participants' comments, especially within the content category focus.…”

“…Teachers play a key role in student engagement with the school and in the construction of student academic trajectories (Carvalho et al, 2011;Conboy & Fonseca, 2009;Fonseca et al, 2011;Fonseca & Conboy, 2006;Schussler, 2009;Veiga, 2009). One important aspect of the teacher's role in the classroom is to relate to their students through the use of feedback (Black & Wiliam, 1998;Black et al, 2002;Ponte, Paek, Braun & Powers, 2009).…”

“…In addition to influencing student understanding and performance (Kluger & DeNisi, 1996, 1998Ponte, Paek, Braun & Powers, 2009;Salema, 2005;Valente, 1997; Zimmerman & Schunk, 2001, teacher feedback plays a key role in student engagement with the school (Carvalho, Freire, Conboy, Baptista, Freire, Azevedo, & Oliveira, 2011;Conboy & Fonseca, 2009;Fonseca, Valente, & Conboy, 2011;Fonseca & Conboy, 2006;Fredricks, Blumenfeld, & Paris, 2004;Schussler, 2009;Veiga, 2009;Verkuyten & Thijs, 2009). It also impacts the construction of student identity and academic trajectories (Cornelius & Herrenkohl, 2004; Solomon, in press component of the quality of the relationship that teachers develop with their students, feedback − along with the types of tasks and activities teachers propose − will affect the contexts of participation and can act to reify perceptions of identity (Carvalho & Solomon, 2012;Freire, Carvalho, Freire, Azevedo, & Oliveira, 2009.…”

Student background determinants of reading achievement in Italy. A quantile regression analysis

“…Because PISA survey cover the most educational systems, its results are reported frequently across a wide range of educational topics. For example, Brunello and Rocco (2013) use aggregate PISA data for 19 countries over the period 2000-2009 to study whether a higher share of immigrant pupils affects the school performance of natives; Bulut et al (2012), analyzing PISA 2009 data for Turkish students through a structural equation modeling, focus on the relationship between reading scores and the use of technology for reading; Fonseca et al (2011) compare Portuguese students' performance in PISA 2006 scientific literacy with those of some others OECD countries; Martins and Veiga (2010) using PISA 2003 data evaluate socioeconomic-related inequalities in students' math achievement in 15 EU countries, investigate their main causes and analyze differences between countries; Beese and Liang (2010) use the PISA 2006 data to investigate how school resources indicators (such as teacher qualifications, school facilities, and school type) as well as student level variables (such as socioeconomic status and family resources) affect the literacy in science in United States, Canada and Finland; Bybee et al (2009) highlight the importance of PISA 2006 about information for the science education community; Suggate (2009) analyses the relationship between reading achievement and the early reading instruction controlling for social and economic differences using PISA 2006.…”

Fatores que influenciam a aprendizagem de conceitos matemáticos em cursos de engenharia: Um estudo exploratório com estudantes da Universidade do Minho

“…No entanto, a maioria dos estudos que incidem sobre o sucesso/insucesso na aprendizagem da Matemática centram-se nos fatores demográficos e envolvem sobretudo estudantes dos ensinos básico e secundário (Brites-Ferreira, Seco, Canastra, Dias, & Abreu, 2011;Fonseca, Valente, & Conboy, 2011;Lencastre, Guerra, Lemos, & Pereira, 2000;Tavares & Huet, 2001). …”