The Issue of Autonomy Within Multigrade Classrooms

Detalhes bibliográficos
Autor(a) principal: Boix-Tomàs, Roser
Data de Publicação: 2015
Outros Autores: Santos, Limber
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.25749/sis.7888
Resumo: When we speak of autonomy we think about how we navigate in a specific setting, since a relative level of autonomy is determined by that setting. When dealing with rural schools with multigrade classrooms, we refer to a setting comprising a complex diversity of people in terms of age, sex, grades, contexts, conceptual levels, interests, motivations... All of them sharing the same space and the same teacher, and organised within the same time span in which they share a set of activities, both spontaneous and/or planned by a teacher who must ensure learning achievement. This paper presents different types of autonomous learning in multigrade classrooms, as a result of an international competitive research carried out in several Latin American and European countries.
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spelling The Issue of Autonomy Within Multigrade ClassroomsArticlesWhen we speak of autonomy we think about how we navigate in a specific setting, since a relative level of autonomy is determined by that setting. When dealing with rural schools with multigrade classrooms, we refer to a setting comprising a complex diversity of people in terms of age, sex, grades, contexts, conceptual levels, interests, motivations... All of them sharing the same space and the same teacher, and organised within the same time span in which they share a set of activities, both spontaneous and/or planned by a teacher who must ensure learning achievement. This paper presents different types of autonomous learning in multigrade classrooms, as a result of an international competitive research carried out in several Latin American and European countries.Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)2015-12-29T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.25749/sis.7888eng2182-96402182-8474Boix-Tomàs, RoserSantos, Limberinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-30T08:15:38Zoai:ojs.revistas.rcaap.pt:article/7888Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:58:50.572198Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv The Issue of Autonomy Within Multigrade Classrooms
title The Issue of Autonomy Within Multigrade Classrooms
spellingShingle The Issue of Autonomy Within Multigrade Classrooms
Boix-Tomàs, Roser
Articles
title_short The Issue of Autonomy Within Multigrade Classrooms
title_full The Issue of Autonomy Within Multigrade Classrooms
title_fullStr The Issue of Autonomy Within Multigrade Classrooms
title_full_unstemmed The Issue of Autonomy Within Multigrade Classrooms
title_sort The Issue of Autonomy Within Multigrade Classrooms
author Boix-Tomàs, Roser
author_facet Boix-Tomàs, Roser
Santos, Limber
author_role author
author2 Santos, Limber
author2_role author
dc.contributor.author.fl_str_mv Boix-Tomàs, Roser
Santos, Limber
dc.subject.por.fl_str_mv Articles
topic Articles
description When we speak of autonomy we think about how we navigate in a specific setting, since a relative level of autonomy is determined by that setting. When dealing with rural schools with multigrade classrooms, we refer to a setting comprising a complex diversity of people in terms of age, sex, grades, contexts, conceptual levels, interests, motivations... All of them sharing the same space and the same teacher, and organised within the same time span in which they share a set of activities, both spontaneous and/or planned by a teacher who must ensure learning achievement. This paper presents different types of autonomous learning in multigrade classrooms, as a result of an international competitive research carried out in several Latin American and European countries.
publishDate 2015
dc.date.none.fl_str_mv 2015-12-29T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.25749/sis.7888
url https://doi.org/10.25749/sis.7888
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 2182-9640
2182-8474
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)
publisher.none.fl_str_mv Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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