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Abstract(s)
O presente estudo incide sobre a relação escola-família, nomeadamente o envolvimento parental, e investiga a sua associação com o sucesso escolar dos alunos em dois contextos distintos de território educativo de intervenção prioritária (TEIP). Compara as percepções de encarregados de educação e de professores diretores de turma quanto ao nível de envolvimento parental, no caso particular das escolas selecionadas, bem como analisa possíveis variações relativamente ao género e idade, quer dos encarregados de educação, quer dos respetivos educandos, e ao nível socioeconómico e de habilitações académicas dos encarregados de educação.
A presente investigação segue uma metodologia quantitativa correlacional (Tuckman, 2005) com uma vertente de análise qualitativa e os instrumentos utilizados para a avaliação da dimensão em estudo foram QEPE Vpr, QEPE Vpa (Pereira, 2003) e um questionário aberto complementar dirigido a pais e professores, sendo que para a análise estatística dos dados, se recorreu ao Statistical Package for the Social Science (SPSS).
O trabalho de investigação efetuado pretende contribuir para clarificar alguns aspetos da relação entre o envolvimento parental e o sucesso escolar. Para isso, consideram-se as avaliações de envolvimento parental dos encarregados de educação e dos diretores de turma de adolescentes matriculados no sétimo e nono anos de escolaridade de duas escolas TEIP com caraterísticas diferenciadas.
The following study focuses on family-school partnership, in particular the parental involvement and it investigates its role on the academic achievement of students in two distinctive TEIP schools. The study compares parents’/guardians’ and class teachers’ perceptions regarding parental involvement and it also analyses parents’ and students’ age and gender variation. Furthermore, an association between the parents’ socioeconomic status and their levels of education is also established. This research follows a quantitative correlation analysis (Tuckman, 2005) with a qualitative data analysis dimension; regarding the procedure, the QEPEVpr, QEPE Vpa (Pereira,2003) and a questionnaire with open-ended questions were applied to parents and class teachers, whereas the Statistical Package for the Social Science (SPSS) was used for the statistical analysis. The investigation aims to clarify some features of the parental involvement and the success of academic performance. Therefore, we consider the parental involvement assessments of the parents and class principals enrolled in two different priority schools.
The following study focuses on family-school partnership, in particular the parental involvement and it investigates its role on the academic achievement of students in two distinctive TEIP schools. The study compares parents’/guardians’ and class teachers’ perceptions regarding parental involvement and it also analyses parents’ and students’ age and gender variation. Furthermore, an association between the parents’ socioeconomic status and their levels of education is also established. This research follows a quantitative correlation analysis (Tuckman, 2005) with a qualitative data analysis dimension; regarding the procedure, the QEPEVpr, QEPE Vpa (Pereira,2003) and a questionnaire with open-ended questions were applied to parents and class teachers, whereas the Statistical Package for the Social Science (SPSS) was used for the statistical analysis. The investigation aims to clarify some features of the parental involvement and the success of academic performance. Therefore, we consider the parental involvement assessments of the parents and class principals enrolled in two different priority schools.
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Keywords
Envolvimento parental Relação escola-família Sucesso escolar TEIP Parental involvement Family-school partnership Educational success