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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)
Luísa Veloso, Craveiro, D. & Rufino, M. (2013). Community involvement in school management in Portugal. Citizenship, Social and Economics Education. 12 (3), 186-199
Exportar Referência (IEEE)
M. L. Veloso et al.,  "Community involvement in school management in Portugal", in Citizenship, Social and Economics Education, vol. 12, no. 3, pp. 186-199, 2013
Exportar BibTeX
@article{veloso2013_1660261217066,
	author = "Luísa Veloso and Craveiro, D. and Rufino, M.",
	title = "Community involvement in school management in Portugal",
	journal = "Citizenship, Social and Economics Education",
	year = "2013",
	volume = "12",
	number = "3",
	doi = "10.2304/csee.2013.12.3.186",
	pages = "186-199",
	url = "http://cse.sagepub.com/content/12/3/186"
}
Exportar RIS
TY  - JOUR
TI  - Community involvement in school management in Portugal
T2  - Citizenship, Social and Economics Education
VL  - 12
IS  - 3
AU  - Luísa Veloso
AU  - Craveiro, D.
AU  - Rufino, M.
PY  - 2013
SP  - 186-199
SN  - 2047-1734
DO  - 10.2304/csee.2013.12.3.186
UR  - http://cse.sagepub.com/content/12/3/186
AB  - This article discusses the ways in which the community is involved in Portuguese school management. It is based on an analysis of the external evaluation reports of 298 Portuguese schools for the academic years 2006–07, 2007–08 and 2008–09. The corpus analysed allowed the identification of two main aspects of the participation processes: (1) local community involvement in school life and (2) the processes and limitations on the involvement of two groups of actors – parents/guardians and pupils. Although the growing involvement of different actors in school management activities has been verified, the participation processes are not consolidated in the same way in different school organisations and in the different territories in which they are located. The presence and involvement of different actors in the schools studied is congruent with a larger understanding of the school community including pupils, teachers, parents/guardians and other actors from the local community to which the school belongs. This involvement increasingly implies in-depth knowledge of the construction processes of cultural learning taking place in school organisations.
ER  -