Exportar Publicação

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) 
Luísa Veloso, Marques, J. & Duarte, A. (2014). Changing education through learning spaces: impacts of the Portuguese school buildings’ renovation programme. Cambridge Journal of Education. 44 (3), 401-423
Exportar Referência (IEEE) 
M. L. Veloso et al.,  "Changing education through learning spaces: impacts of the Portuguese school buildings’ renovation programme", in Cambridge Journal of Education, vol. 44, no. 3, pp. 401-423, 2014
Exportar BibTeX 
@article{veloso2014_1769198496203,
	author = "Luísa Veloso and Marques, J. and Duarte, A.",
	title = "Changing education through learning spaces: impacts of the Portuguese school buildings’ renovation programme",
	journal = "Cambridge Journal of Education",
	year = "2014",
	volume = "44",
	number = "3",
	doi = "10.1080/0305764X.2014.921280",
	pages = "401-423",
	url = "http://www.tandfonline.com/doi/abs/10.1080/0305764X.2014.921280#.VQ6jzvmsWSo"
}
Exportar RIS 
TY  - JOUR
TI  - Changing education through learning spaces: impacts of the Portuguese school buildings’ renovation programme
T2  - Cambridge Journal of Education
VL  - 44
IS  - 3
AU  - Luísa Veloso
AU  - Marques, J.
AU  - Duarte, A.
PY  - 2014
SP  - 401-423
SN  - 0305-764X
DO  - 10.1080/0305764X.2014.921280
UR  - http://www.tandfonline.com/doi/abs/10.1080/0305764X.2014.921280#.VQ6jzvmsWSo
AB  - In this article we present findings from the evaluation study of a nation-wide school renovation programme in Portugal. The aim is to analyse policy implementation, taking into account school community participation, discussing how the programme requirement to involve users in the renovation was met, examining perceptions of the programme's pedagogical principles and the impact on teaching and learning models. The analysis shows that the upgrading of schools increased pride in and responsibility for the school. But teaching practices in schools remain set in a traditional mould. Tensions remain between the objectives defined at the political level and effective conditions for learning.
ER  -