The impact of the "Most Successful Classes" project on the teaching, stimulation, and socialization of students

• Autor(a) principal: Teixeira, Lúcia Anabela Sorte
• Data de Publicação: 2011
• Outros Autores: Gonçalves, José Luís A.
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2011.3331

This article summarizes a case study in the School of Castêlo da Maia (ESCM), which investigated the impact that the project “More Success Classes” (TSM) against academic failure had on education, stimulation and socialization of low-income students. The project developed on the field since 2006/07 is based on a methodology of setting up the classes based on careful analysis of the student’s school history, grouping in the same class pupils with difficulties at the same previous three core subjects: Portuguese, English and Mathematics. This option of forming classes relatively “homogeneous” reflects an option not always consensuous in educational research. But, as the results of the study show, success in these classes was increased by a set of combined factors of pedagogy and didactics, administrative and human resources. Regarding the project’s impact on the results of the instruction of students, it is clear that it was a success, since no student was retained at the end of the cycle, and this dimension was evaluated positively by all stakeholders. In relation to stimulation, although the overall result is positive, there is less agreement and convergence of views and the teachers the ones who evaluated less positively this aspect. The project’s impact on the socialization of students is evaluated positively by all participants, except for teachers who less favorably evaluate some of the indicators in this dimension.