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Esta dissertação diz respeito aos processos de acompanhamento e investimento das instituições de acolhimento nos processos de escolarização das crianças e jovens, pretendendo-se conhecer os seus trajetos escolares, e identificar o papel e o investimento da instituição nos seus percursos escolares. Nesta investigação, o paradigma adotado foi de natureza qualitativa, tendo-se adotado o método do estudo de caso, selecionando-se uma Casa de Acolhimento Residencial em Lisboa, por via da realização de entrevistas semi-estruturadas às crianças e jovens acolhidos que frequentassem a escolaridade obrigatória e aos profissionais da instituição envolvidos no acompanhamento da sua escolaridade. Nesta pesquisa, recorreu-se, também, à análise documental dos processos de promoção e proteção, para obter uma visão mais vasta acerca do historial de vida destas crianças. Após a análise dos dados, evidenciou-se um acompanhamento e investimento escolar bastante satisfatório, em que os vários profissionais da instituição dedicam tempo e esforço ao apoio escolar destas crianças e jovens, proporcionando vários modos de acompanhamento escolar, procurando sempre proporcionar melhores condições e recursos. Determinou-se, também, que este apoio e acompanhamento escolar pode originar uma melhoria dos níveis de motivação e interesse, e dos resultados escolares. Determinou-se que a relação com a comunidade educativa, de uma forma geral, é positiva, salientando-se uma valorização do espaço escolar. Destaca-se, também, a grande preocupação e interesse dos profissionais no processo de escolarização destas crianças, bem como as suas expetativas e aspirações educacionais elevadas, reconhecendo a importância da educação no percurso de vida destas crianças. This dissertation concerns the processes of monitoring and investment of childcare institutions in the schooling processes for children and young people, aiming to know their school paths and identify the role and investment of the institutions in their school path. In this investigation, the paradigm adopted was of a qualitative nature, having adopted the case study method, selecting a Residential Home in Lisbon, through semi-structured interviews with children and young people who attended compulsory schooling and the professionals involved in their school support. In this research, we also resorted to the documental analysis of the processes of promotion and protection, to obtain a broader view of the life history of these children. After the data analysis, there was a very satisfactory school monitoring and investment, in which the many professionals of the institution dedicate time and effort to the school support of these children and young people, providing various ways of school monitoring, always searching to provide better conditions and resources. It was also determined that this support and school monitoring can lead to an improvement in the levels of motivation and interest, and in the school results. It was determined that the relationship with the school community, in general, was positive, highlighting an appreciation of the school space. Also noteworthy is the great concern and interest of professionals in the schooling process of these children, as well as their high educational expectations and aspirations, recognizing the importance of education in the life course of these children.

Après son indépendance, la République tunisienne a essayé d’instaurer un système éducatif égalitaire. Bien que l’objectif de rendre l’école accessible pour tous les élèves sans tenir compte de leurs classes sociales et de leur genre soit réalisé, d’autres formes d’inégalités apparaissent. Les politiques publiques sont, en effet, centrées sur une seule dimension de l’égalité qui est celle d’accès. Il en résulte, en autres, des inégalités scolaires de traitement et de résultat. Les statistiques mettent en évidence un déplacement des inégalités en faveur des filles. Ces dernières affichent une meilleure performance par rapport aux garçons, tel qu’observé dans le contexte occidental. La présente étude vise ainsi à comparer les parcours scolaires des filles et des garçons et d’examiner les facteurs socio scolaires à l’origine des inégalités entre les deux groupes d’élèves en Tunisie. L’étude s’intéresse précisément au cas de la région de Sfax. À partir des données administratives collectées auprès de quatre établissements scolaires dans la commission scolaire de Sfax, nous analysons la réussite, le décrochage scolaire et la note annuelle. Les analyses montrent que le taux de réussite des filles est plus élevé que celui des garçons même en tenant compte des caractéristiques socioéconomiques et scolaires. En ce qui a trait au décrochage scolaire, des résultats similaires sont soulignés. En d’autres mots, résider en milieu rural ou avoir un père au chômage ou exerçant un métier d’ouvrier augmente le risque de décrochage chez les garçons, mais n’a pas d’effet statistiquement significatif chez les filles. Comme pour la réussite scolaire et le décrochage, la moyenne annuelle, supérieure chez les filles à celle des garçons, serait plus associée à l’origine sociale chez les garçons que chez les filles. À partir de ces constats, l’étude suggère quelques pistes d’interprétation pour mieux comprendre les facteurs sous-jacents de ces inégalités., After independence, the young Tunisian republic tried to establish an egalitarian education system. Although the goal of making school accessible to all students regardless of their social class, economic level and gender is achieved, other forms of inequality are emerging. Public policies are, in fact, centered on a single dimension of equality, which is that of access. This results, among other things, in educational inequalities in terms of treatment and results. Statistics have reveal a shift in inequalities in favor of girls. Girls display a better performance compared to boys like the situation in the Western context. The present study thus aims to compare the educational paths of girls and boys and to examine the socio-educational factors at the origin of the inequalities between the two groups of students in Tunisia. We precisely analyse the case of Sfax region. Based on administrative data collected from four schools in the school board of Sfax, we analyze students’ success, dropping out of school and the final score. The analyses show that the success rate of girls is higher than that of boys even when taking into account socioeconomic and educational characteristics. With regard to dropping out of school, similar results are highlighted. In other words, living in a rural area or having an unemployed father or working as a laborer increases the risk of dropping out for boys, but has no statistically significant effect for girls. As with school success and dropping out, the annual average, higher for girls than for boys, is more associated with social origin for boys than for girls. Based on these findings, the study suggests an interpretation to better understand their underlying factors.

The work aims to contribute to the field of educational science regarding how students are affected in school depending on the intake of animal products. Information about the area has been searched on several databases, mainly on Libsearch. The articles from the results were found through the databases Libsearch and Swepub. Results have been excluded if they were not relevant to the purpose or issue of the work, and if they were not peer reviewed. The results show that there are similarities and barriers between the intake of animal products. For example, vegetarians eat fewer meals. Further results also show that the exclusion of meals such as breakfast and lunch affects the performance of students in school. Some vegetarians also seem to think that food without meat is perceived as healthier, later in the text you can read that school lunch is eaten to a greater extent if it is considered healthy. This can thus be a method of reducing barriers between omnivores and vegetarians. Different results are available at the current activity level, but the training capacity could be derived to be equal between omnivores, vegetarians and vegans. It was a challenge to find studies conducted in Europe. Further research in this area is therefore considered necessary, as cultural differences may affect social health, psychological health and physical health. In order to increase the health awareness of students, we believe that education about diets in relation to health should be designed, as there are currently no requirements for teaching about diets in school. We believe that it should be a requirement that the school's physical education teaches about this in order for students to be able to make informed active choices about diet in relation to health. School lunches should also include different diets to reduce social barriers between different diet groups.

Traballo Fin de Grao en Mestre ou Mestra en Educación Infantil. Curso 2020-2021 La etapa de educación infantil es crucial en el desarrollo, y en ella se adquieren una serie de logros fundamentales a nivel socioemocional. Para ello los niños/as deben desarrollar una serie de habilidades de competencia emocional y de relación e interacción social. Pese a que existe cierta evidencia de que un desarrollo socioemocional exitoso se relaciona con el éxito escolar, no existen, en nuestro conocimiento, trabajos de revisión que hayan analizado la relación entre habilidades socioemocionales y resultados educativos en educación infantil. El objetivo de este trabajo fue analizar la relación entre habilidades socioemocionales y resultados escolares de los niños/as en esta etapa educativa. Se realizó una revisión sistemática de la literatura científica publicada hasta marzo de 2021 en las bases de datos ERIC y Psycinfo, empleando como palabras clave habilidades socioemocionales, educación infantil, resultados escolares, desempeño académico y logro académico. Los resultados mostraron la existencia de relaciones entre habilidades socioemocionales (expresividad emocional, control esforzado, apego seguro, reacciones fisiológicas normales al estrés, motivación, capacidad de regulación emocional/del comportamiento) y resultados académicos positivos (mayor implicación; mejores relaciones; menos problemas conductuales y más comportamientos adecuados; mayor competencia y compromiso académico; y mejores puntuaciones en atención, control inhibitorio, matemáticas, alfabetización y vocabulario) A etapa de educación infantil é crucial no desenvolvemento, e nela adquírense unha serie de logros fundamentais a nivel socioemocional. Para iso, os nenos/as deben desenvolver unha serie de habilidades de competencia emocional e de relación e interacción social. A pesar de que existe certa evidencia de que un desenvolvemento socioemocional exitoso relaciónase co éxito escolar, non existen, no noso coñecemento, traballos de revisión que analizasen a relación entre habilidades socioemocionais e resultados escolares en educación infantil. O obxectivo deste traballo foi analizar a relación entre habilidades socioemocionais e resultados escolares dos nenos/as nesta etapa educativa. Realizouse unha revisión sistemática da literatura científica publicada ata marzo de 2021 nas bases de datos ERIC e Psycinfo, empregando como palabras chave habilidades socioemocionais, educación infantil, resultados escolares, desempeño académico e logro académico. Os resultados mostraron a existencia de relacións entre habilidades socioemocionais (expresividade emocional, control esforzado, apego seguro, reaccións fisiolóxicas normais á tensión, motivación, capacidade de regulación emocional/do comportamento) e resultados académicos positivos (maior implicación; mellores relacións; menos problemas conductuais e máis comportamentos adecuados; maior competencia e compromiso académico; e mellores puntuacións en atención, control inhibitorio, matemáticas, alfabetización e vocabulario) The infant education stage is crucial in development, and a series of fundamental achievements at a socio-emotional level are acquired there. In order to achieve this, children must develop a series of emotional competence and social interaction and relationship skills. Although there is some evidence that successful social-emotional development is related to school success, to our knowledge there are no review studies that analyse the relationship between social-emotional skills and educational outcomes in early childhood education. The aim of this project was to analyse the relationship between socioemotional skills and school results of children at this educational stage. A systematic review of the scientific literature published until march 2021 in the ERIC and Psycinfo databases was carried out, using socioemotional skills, early childhood education, school results, academic performance and academic achievement as keywords. The results showed the existence of relationships between social-emotional skills (emotional expressiveness, effortful control, secure attachment, normative physiological reactions to stress, motivation, emotional/behavioural regulation capacity) and positive academic outcomes (greater involvement; better relationships; fewer behavioural problems and more appropriate behaviours; greater academic competence and engagement; and higher scores in attention, inhibitory control, mathematics, literacy and vocabulary)

Studies in sociology of education in recent decades have consistently found an advantage for students in denominational schools - those with religious subordination - in terms of educational performance, compared with those in secular schools. Although in Romania a large part of the students from pre-university education attend confessional schools this advantage has not been investigated for the Romanian case. Taking advantage of the increased validity of the Romanian baccalaureate exam, following the measures from 2011-2012 and the availability of the statistical data regarding the schools in Oradea (Bihor county), we checked whether the hypothesis of such an advantage is confirmed in the Romanian case. Applying bivariate analyzes by type of schools (secular vs. confessional) and by types of tracks of the net pass rates (from the total of the graduates) we find that, although the promotion rates are higher for denominational schools, the support for the hypothesis of an advantage of denominational schools is fragile as much of the difference can be attributed to the academic orientation of denominational schools and to the fact that they succeed, probably, in selecting students with better educational skills.

The study draws attention on the issues concerning the relationship between the motivation of the 12th grade pupils to continue their studies in higher education and their school results. In order to accomplish this desideratum, three high-schools belonging to the rural area of Timiș County were included in the study. The method of investigation employed a survey containing closed and semi-open questions. The survey was applied to a number of 159 graduating high-school pupils. The conclusions have shown that the intrinsic motivational aspects correlate in a positive way with school results. The research offers openness to specialists in school and career counselling, who work in the field of pre-university education within the rural area.

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e em Matemática e Ciências Naturais do 2.º Ciclo do Ensino Básico Submitted by Rui Teófilo (ruit@eselx.ipl.pt) on 2020-01-21T12:17:13Z No. of bitstreams: 1 Relatório Final 2019 - Joana Gomes Alves de Almeida Lino, 2017175.pdf: 4176544 bytes, checksum: 95f4f9f90f9ef6bbd991d3851d3b95df (MD5) Made available in DSpace on 2020-01-21T12:17:13Z (GMT). No. of bitstreams: 1 Relatório Final 2019 - Joana Gomes Alves de Almeida Lino, 2017175.pdf: 4176544 bytes, checksum: 95f4f9f90f9ef6bbd991d3851d3b95df (MD5) Previous issue date: 2019-07-18 N/A

Every third year a PISA study is conducted, through international measurements for member states of the OECD-organization. This aims to measure each country´s pupils by the ages of 15 years old. Its purpose is to examine how each member´s pupils perform in mathematics, reading comprehensions, sciences and problem solving. In this essay we intend to examine how the PISA studies were received as a creation of opinion and self-image. This research follows up on selected actors in the media debate surrounding PISA as a tool of argument and means of discussion. The natural demarcation is made by actors; mostly from professional teachers, but also journalists, lectures, writers and school experts in the fields. Its purpose is to give a well-balanced and comprehensive picture of the PISA-debates. From a political standpoint the actors represent different positions of the spectrum. The study consists of a total of 10 actors. Between the years of 2004-2005 and 2016-2017 of the PISA 2003 and 2015. This paper will focus on the PISA studies that were done by the years of 2003 and 2015. By working with different PISA studies with a long span of time between them. This is done as a conscious strategy in favor of the comparative study. In this essay the conceptual changes between these two PISA studies will be examined and studied with a conceptual analysis.

Objectif: Décrire la relation entre la santé et les résultats scolaires des écoliers de la commune III de Niamey (Niger).Patients et méthodes: Nous avons examiné les dix premiers et les dix derniers écoliers de chaque classe de cours élémentaire deuxième année (CE2) et des cours moyens (CM) première et deuxième année après leur composition du premier trimestre. Nous avons effectué un entretien direct avec ces écoliers sur l’état des infrastructures dans leurs établissements et la qualité de leur vie familiale. Le consentement du comité des parents d’élèves ainsi que l’accord des directeurs d’école ont été obtenus.Résultats: Parmi 1425 écoliers examinés, il y avait 676 garçons et 749 filles soit une sex-ratio garçon/fille de 0,9. Une seule école avait une infirmerie. La bilharziose urinaire était la pathologie la plus fréquente. Environ 5% des derniers écoliers de classe avaient des problèmes de vision. Les premiers écoliers de classe prenaient leur petit déjeuner (97,6%) et vivaient dans un régime bi parentéral (84,26%). Les pères (7,5%) et les mères (aucune) des derniers écoliers de classe avaient un niveau d’instruction supérieur.Conclusion: L’état de santé des élèves est susceptible d’affecter leurs rendements scolaires. Un suivi médical visant à dépister et à traiter les morbidités chez les écoliers permettrait d’améliorer leurs résultats scolaires.Mots clés: Santé ; Ecoliers ; Résultats scolairesEnglish Title: Health and school results for student in the Niamey Community (Niger)English AbstractObjective. To describe the relationship between health and pupils school results of ≤ commune III ≥ of Niamey (Niger).Patients and methods. We have examined the ten first and the ten last pupils of each class of elementary courses, second year (class 4) and middle courses, first and second year (classes 5 & 6), after their first term exam. We have had a direct talk with these pupils on the state of the infrastructures in their schools and the quality of their family life. The consent of the pupils parents committee as well as the approval of the school principals has been obtained.Results. Among 1425 examined pupils, there were 676 boys and 749 girls that is a boy/girl sex-ratio of 0.9. A single school had a nursey. The urinary bilharziasis was the most frequent pathology. About 5% of the class last pupils had sight problems. Class first pupils had their breakfast (97.6%) and were living in a" bi-parenteral regime" (84.26%). The fathers (7.5%) and the mothers (none) of class last pupils had a higher education level.Conclusion. The health state of the pupils is susceptible to affect their school performance. A medical follow-up aiming at detecting and treating the morbidities from the pupils could allow the improvement of their school results.Keywords: Health; Pupils; School results

Self-evaluation is an opinion which is shaped and transformed along with human age. The younger a child is, the more superficial and situational character the self-assessment has. Its level depends on the acquired experience – the cases of success and failure. Moreover, notional thinking develops gradually with the age, changing self-evaluation into an in-depth opinion. In the text, the research results are presented of self-evaluation of borderland children and youth in the aspect of their self-assessed life achievements in regard to their potentialities (individually specified measure of quality) and the evaluation of school results (socially specified measure of quality). This constitutes a record of the current state and the one nearly 25 years ago, which also takes into account the respondents’ age and residence place. What is comprised here as well are the different dimensions of the young’s self-evaluation and its significance for their spiritual development, which is the essence of education.

Submitted by Agostinho Macau (arm@lisboa.ucp.pt) on 2019-03-27T13:54:36Z No. of bitstreams: 1 Dissertação- Final.pdf: 1146638 bytes, checksum: 0f106927fadf4a6a502a41e6a40ac2b9 (MD5) Approved for entry into archive by Agostinho Macau (arm@lisboa.ucp.pt) on 2019-03-27T13:54:51Z (GMT) No. of bitstreams: 1 Dissertação- Final.pdf: 1146638 bytes, checksum: 0f106927fadf4a6a502a41e6a40ac2b9 (MD5) Made available in DSpace on 2019-03-27T13:54:51Z (GMT). No. of bitstreams: 1 Dissertação- Final.pdf: 1146638 bytes, checksum: 0f106927fadf4a6a502a41e6a40ac2b9 (MD5) Previous issue date: 2018-07-25

The aim of the thesis is to reveal general motives of motivation used in history lessons in elementary schools. The thesis connects the theory and practice based on investigation in elementary school and deals with a resit as sufficient motivation and other impulses that affect the motivation shown in normative evaluation.

Denna studie undersöker relationen mellan modersmålsundervisning, elevers läsförståelse och deras skolresultat. Studien utgår från en tidigare undersökning som visade att somalisktalande elever som hade deltagit i modersmålsundervisning presterade bättre på tester av läsning och ordförråd i somaliska i jämförelse med elever i samma åldrar som inte deltagit i undervisningen (Ganuza & Hedman 2017a). I föreliggande studie ingår 36 av deltagarna från den tidigare studien, som alla går i samma skola och som alla har deltagit i modersmålsundervisning i flera år. Eftersom den tidigare studien visade att antalet år som eleverna deltagit i modersmålsundervisning främst bidrog positivt till deras läsförståelse på modersmålet, undersöks här sambandet mellan deltagarnas läsförståelse på somaliska och deras betyg; i ämnena modersmål, svenska som andraspråk, matematik och deras sammantagna betygspoäng i slutet av årskurs 6 och 7. Övergripande pekar resultaten på ett positivt samband mellan deltagarnas läsförståelse på somaliska och deras skolresultat. Sambanden är dessutom starkare och mer omfattande än de som finns mellan elevernas läsförståelse på svenska och deras betyg. I artikeln argumenterar vi för att resultaten indirekt antyder att modersmålsundervisningen har positiv inverkan på elevernas skolprestationer, vilket, om det bekräftas i framtida studier, är anmärkningsvärt med tanke på den begränsade undervisningstiden och ämnets marginaliserade position i det svenska utbildningssystemet. The present study explores the relationship between participation in mother tongue instruction (MTI), students’ reading comprehension, and their overall school results. The study expands on the results of an earlier study, which found that Somali–Swedish speaking students who had attended Somali MTI for several years, performed better on reading comprehension in Somali, than Somali–Swedish speaking students of the same ages, who had not taken Somali MTI (Ganuza & Hedman 2017a). The present study revisits the results of 36 participants in the earlier study, and explores the relationship between their scores on reading comprehension and their grades at the end of 6th or 7th grade; in MTI, Swedish as a second language, Mathematics, and overall grade points. Most importantly, the results show consistent positive correlations between participants’ reading comprehension in Somali and their school results. This correlation is also stronger and more comprehensive than the one found between their reading comprehension in Swedish and their school results. In the paper, we argue that these results indirectly point to a positive relationship between MTI and students’ school results, which, if confirmed by future studies, is quite remarkable considering the limited teaching time allotted to MTI and its’ marginalized position in the Swedish school system.

In this Master Thesis, I inquire into pedagogical approach towards a child with ADHD syndrome. I focus on one specific child that I previously worked with. I consider this personal experience as valuable and uncommon. That is reason I would like to express the gravity of pedagogical approach towards an ADHD child. The research problem originates from my own practice and a direct confrontation with the child. In the theoretical part, I deal with the problematics of ADHD syndrome. I focus on the causes of development and effects of the syndrome on the life of the child. I also focus on establishing a diagnosis of ADHD, and on its treatment. I dedicate one chapter on rearing and methods of rearing according to Zdenek Matejcka, a child psychologist. I describe inclusive education in relation to ADHD pupils, based on the current state of Czech school system. The practical part is dedicated to the research of my work. I specify my research design and method. I apply methods of observation, interviews, and describe their results. Moreover, I deal with the results of interviews with pedagogical assistants and with pedagogues that worked or still work with the ADHD pupil. Results of the observations and other methods of data collection that I name in the methodology part form a basis of the research problem of this work.

I denna studie har vi undersökt om det föreligger en korrelation mellan elevers resultat i skolan och diverse kvaliteter på figurer de konstruerar då de löser matematiska problem. Underlaget till studien har varit 207 elevlösningar till uppgifter på nationella prov i Matematik 2c, då eleverna är runt 16-17 år gamla. Vi har påvisat, med begränsat socio-ekonomiskt underlag, att sannolikheten för slumpmässiga relationer mellan resultat och figurkvaliteter är låg. Vi har även påvisat att korrelationen är positiv, alltså att konst-ruerade figurer med hög kvalitet är kopplade till höga resultat. Det verkar också som att elever som använder sig av figurer presterar högre än elever som inte gör det. I relation till många andra studier är vår studie relativt väl underbyggd gällande statistiskt underlag. Dock är detta en av de punkter vi ser att framtida studier bör ta vid: utöka underlaget ytterligare både till antal men framförallt till socioekonomisk och geografisk utbredning. Vidare ser vi också att andra sorters matematiska problem studeras och inte endast problemlösning som undersökts här. In this study we investigated whether there exists a correlation between pupils' results in school and qualities of figures they design when solving mathematical problems. The basis for the study has been 207 student solutions from national tests in Mathematics 2c, when students were around 16-17 years old. We have shown, with limited socio-economic coverage, that likelihood of random relationships between results and figure qualities is low. We have also shown that correlation is positive, i.e. constructed figures with high quality are linked to high results. It also seems that students using figures perform higher than students that do not. In relation to many other studies, our study has a relatively well-supported statistically basis. However, we suggest that future studies should expand the basis by numbers and increase the socio-economic and geographical coverage. Furthermore, we encourage studies of other types of mathematical problems not just problem solving as was investigated here.

This study tries to find out the role of modern evaluation strategies, in improving quality the School Results for the Elementary Level Students from the Perspective of Schools Principals. In addition to discover if there are any statistical differences in the study. The scholar followed a descriptive analytical methodology. And to achieve the goals of the study the researcher used of a questionnaire consisting of six different strategies. The results: I got all fields of study at a high level in the evaluation. 3.56, and no statistical differences (a=0.05) because of the gender, experience, educational level.

This technical brief analyses the regional distribution of skills in Italy and Spain. Educational attainment rates have frequently been used as an indicator of regional educational development in EU Member States (MS). These rates indicate significant regional disparities in education within countries. However, recent evidence shows that the quality of education, as measured by the level of specific skills, is more important than the number of years one spends in school, in particular when considering the relationship between the cognitive (and non-cognitive) skills and economic growth. International large scale assessments (ILSA) of student performance measure these cognitive skills in key areas. OECD’s Program for International Student Assessment (PISA) provides a very useful and important source of information of students' performance in key cognitive skills. When analysing PISA data, researchers and commentators often focus on cross-country comparisons. However, vast within-country differences exist, also in terms of educational attainment and PISA test scores. A focus on country averages alone would hence provide only a partial view of the status of education within countries. However, the possibility of exploring within-country differences with PISA data is limited to only a few countries. In this report we focus on regional inequalities in cognitive skills (as measured by PISA test scores) in Italy and Spain, using regional PISA data from the most recent 2015 wave, and we analyse the factors that are associated with these inequalities. In order to insure full comparability between the two countries we define regions at the level of NUTS1 (macro-region), following Eurostat’s official NUTS 2013 classification. We investigate regional inequalities by using descriptive statistics, by running a range of OLS regression models that allow us to analyse the associations between PISA 2015 science scores and the explanatory variables within regions and finally by using the Blinder-Oaxaca decomposition method to specify the factors that are related to within-country differences. The results show that there are significant regional differences in PISA scores within both MS. There are several factors that are associated with regional differences within Italy and Spain. The factors most consistently positively associated with regional science achievement are teacher-directed teaching and epistemological beliefs, while grade repetition and truancy are significantly negatively related with achievement. Still, there is also a range of other relevant factors varying between and within both MS. The Blinder-Oaxaca decomposition also shows that variables such as the socio-economic background, the students’ expected occupation, learning outside school time, truancy, immigrant status and grade repetition matter for within-country differences. Our results suggest that policy makers should focus on finding solutions to limit truancy and rethink grade repetition to leverage scores in lower performing regions. Moreover, our results with regard to epistemological beliefs and teaching practices challenge thinking about how science should be taught in schools in Italy and Spain. The specific results for each region may allow policy makers to consider more in detail how a region stands in comparison to the rest of the country, and the specific factors that need to be addressed to improve the within-country inequality related to educational achievement., JRC.B.4-Human Capital and Employment

O estudo apresentado tem como objetivo investigar, numa escola guineense do ensino secundária da rede pública, se existe impacto da liderança escolar, em particular do diretor, nos resultados escolares dos alunos. Para esclarecer o assunto, foi realizado um estudo de caso único, de cariz qualitativo. O estudo utiliza uma metodologia mista, isto é, análise documental e entrevistas semiestruturadas aplicadas ao próprio diretor da escola, aos focus group dos alunos, focus group do pessoal não docente e aos focus group dos professores. Para chegar às conclusões, procedemos análise qualitativa dos dados obtidos ao longo da investigação. Na análise dos resultados, de acordo com os testemunhos recolhidos e, apesar das limitações evidentes, concluímos que as práticas de liderança desenvolvidas pela diretora impactam de forma indireta nos resultados dos alunos. Este processo de influência ocorre através da melhoria da escola, partilha das tarefas com professores e reestruturação da escola. A melhoria da escola pressupõe a criação de condições que permitem os professores desenvolverem as suas ações e melhorarem as suas práticas do ensino, com influência positiva direta na aprendizagem dos alunos, elevando o nível do envolvimento dos alunos na escola. A influência da liderança do diretor nos trabalhos dos professores pode ocorrer de forma direta, mas na maioria dos casos é exercida através dos órgãos intermédios. The present study aims to investigate, in a Guinean school of secondary education of the public network, whether there is an impact of school leadership, particularly of the principal, on the students, school results. To clarify the subject, was carried out a qualitative study of a single case. The study uses a mixed methodology, that is, documentary analysis and semistructured interviews applied to the school’s own director, a focus group with the students and another with the school staff and teaching staff. The obtained data were analysed qualitatively. In the analysis of the results, according to the collected testimonies, and despite the obvious limitations of this study, we conclude that the leadership practices developed by the director indirectly impact the results of the students. This process of influence occurs through the improvement of the school, sharing of tasks with teachers and restructuring of the school. The improvement of the school, presupposes the creation of conditions that allow teachers to develop their actions and improve their teaching practices, with a direct positive influence on student learning, raising the level of student involvement in school. The influence of the director’s leadership on teachers’ work may also occur directly, but in most cases it is carried out through technical pedagogical advice and coordinators of the curricular subjects.