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Inteligência e insucesso escolar
2014This research study had as main objective to characterize the performance of subscales of the WISC-III as a method of analysis of the cognitive profile of children and adolescents with school failure. We assessed 48 children referred by learning disabilities and/or disruptive behaviors at school, being the 28 males and 21 female, with ages covered ...
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Insucesso escolar e obrigatoriedade escolar em Portugal
2013L'auteur anaiyse, ii partir d'un ensemble de textes légaux, Ie rapport étroit entre le système scolaire et le système politique. I1 montre en particulier comment les projets d'éducation s'articulent aux nécéssités de la bourgeoise montant et comment, pendant la période fasciste, des oscillations de la politique éducative traduisent des contradictions ...
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2015
The problem of academic failure tends to remain in the arena of education as a central phenomenon of both academic and political debates .The significant percentage of students who have to repeat their school years legitimises such a situation. Portugal is one of the countries that can be encapsulated in this context. This research scope is exclusively
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The problem of academic failure tends to remain in the arena of education as a central phenomenon of both academic and political debates .The significant percentage of students who have to repeat their school years legitimises such a situation. Portugal is one of the countries that can be encapsulated in this context. This research scope is exclusively
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Perturbações do desenvolvimento da linguagem e insucesso escolar
2020Developmental Language Disorder (DLD) is often late detected in elementary school. Early identification of children with DLD is crucial because of the impact it can have on reading and writing learning and on the child’s cognitive, emotional and social development.
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Insucesso escolar no contexto português - abordagens, concepções e políticas
1990O insucesso escolar é um indicador complexo das funções e do funcionamento do sistema de ensino, revelando o seu grau de democratização, as suas contradições e realidades. Através da análise de publicações sobre este tema no contexto português, desde 1974, equacionam-se algumas questões pertinentes para a comunidade científica das ciências da educação:
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