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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, Abrantes, P & Craveiro, D. (2013). The Portuguese schools' evaluation programme: a sociological approach to the participation of social actors. Evaluation. 19 (2), 110-125
Exportar Referência (IEEE)
M. L. Veloso et al.,  "The Portuguese schools' evaluation programme: a sociological approach to the participation of social actors", in Evaluation, vol. 19, no. 2, pp. 110-125, 2013
Exportar BibTeX
@article{veloso2013_1571450084811,
	author = "Luísa Veloso and Abrantes, P and Craveiro, D.",
	title = "The Portuguese schools' evaluation programme: a sociological approach to the participation of social actors",
	journal = "Evaluation",
	year = "2013",
	volume = "19",
	number = "2",
	doi = "10.1177/1356389013485616",
	pages = "110-125",
	url = "http://evi.sagepub.com/content/19/2/110.full.pdf+html"
}
Exportar RIS
TY  - JOUR
TI  - The Portuguese schools' evaluation programme: a sociological approach to the participation of social actors
T2  - Evaluation
VL  - 19
IS  - 2
AU  - Luísa Veloso
AU  - Abrantes, P
AU  - Craveiro, D.
PY  - 2013
SP  - 110-125
SN  - 1356-3890
DO  - 10.1177/1356389013485616
UR  - http://evi.sagepub.com/content/19/2/110.full.pdf+html
AB  - his article analyses the current Portuguese Schools' Evaluation Programme, implemented since 2006 in all state schools, as a social construction. The article focuses on a particular topic of the external evaluation the participation of social actors in school life, as well as on school principals' perceptions of the process. Our research is based on a content analysis of schools' evaluation reports conducted in three different regions (Lisbon and Tagus Valley, Alentejo and Algarve) and a series of semi-directive interviews with the principals and chairpersons of the General Councils of 20 schools. While it is important to consider the evaluation programme in the light of international political tendencies (e. g. New Public Management), it is also relevant to understand the impact of such policy on schools. We highlight the contributions of this approach to a wider reflection on evaluation processes.
ER  -