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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Abrantes, P. (2011). On full-time primary schools: opportunities, challenges and good practices. Portuguese Journal of Social Science. 10 (1), 59-71
Exportar Referência (IEEE) 
P. A. Abrantes,  "On full-time primary schools: opportunities, challenges and good practices", in Portuguese Journal of Social Science, vol. 10, no. 1, pp. 59-71, 2011
Exportar BibTeX 
@article{abrantes2011_1714991346233,
	author = "Abrantes, P.",
	title = "On full-time primary schools: opportunities, challenges and good practices",
	journal = "Portuguese Journal of Social Science",
	year = "2011",
	volume = "10",
	number = "1",
	doi = "10.1386/pjss.10.1.59_1",
	pages = "59-71",
	url = "http://pjss.iscte-iul.pt/index.php/pjss"
}
Exportar RIS 
TY  - JOUR
TI  - On full-time primary schools: opportunities, challenges and good practices
T2  - Portuguese Journal of Social Science
VL  - 10
IS  - 1
AU  - Abrantes, P.
PY  - 2011
SP  - 59-71
SN  - 1476-413X
DO  - 10.1386/pjss.10.1.59_1
UR  - http://pjss.iscte-iul.pt/index.php/pjss
AB  -  This article discusses the implementation of ‘full-time schools’, a recent Portuguese public policy to extend primary education services from five to eight hours per day, including a set of optional new activities in all public schools that are free to parents. After a broad presentation of the national programme and in order to understand administration dominant conceptions, as well as to identify good practices and innovation projects in this field, our research has focused on five cases that the administration in different regions have considered to be successful. Each case studied included documental analysis, direct observation, interviews with leaders and supervisors, and focus groups with parents, students and activities monitors. Considering the empirical results, in this article we focus on four dimensions central to the success of these experiences: (1) the local network and project; (2) time and space management; (3) integration of the activities monitors; and (4) pedagogical practices. 
ER  -