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- W580278832 abstract "Urban upper primary schools in Espirito Santo are betterstaffed and equipped than rural schools yet their pass ratesare lower. Given evidence that: (a) urban areas are moredeveloped than rural areas, (b) development and educationalquality correlate positively, (c) school characteristicsaccount for about 80 percent of the variation in pupilachievement in less developed countries, and (d) learningassessment in Brazil is not centralized, the reported passrates are paradoxical and call for clarification. This is theproblem this thesis approaches from a quanti-qualitative focus.Survey data on achievement scores, school results and thecorrelations between these measures of pupil attainmentsindicate that pass rates enmesh teachers' set learning goals.High school results / lower achievement scores in rural areas,which lack significant correlations, suggest lower qualityeducation geared towards rote-learning. Lower school results/ higher achievement scores in urban areas, with weak-moderatepositive correlations signal more complex cognitive demands andimprovement of educational quality through contentunderstanding. Therefore, pass rates have specific meaningsand are not suitable as comparison of performance of differentschools.The ethnography of an urban school illuminates the surveyfindings and unveil the meaning of pass rates from theviewpoint of successful classroom practices. In a contextof similar qualifications teachers share a progressivepedagogical discourse but their classroom practices portraydiversity of educational quality and corresponding learningachievement standards. Teaching approaches, displayed in atypology (based in textbook use and pupils participation in thelesson), represent a continuum from rote-learning to the recreationof knowledge. Options for teaching approaches arecompromises between educational ideals and existingconstraints. These include teachers' competence (rooted intheir background), the ethos and culture of the school, andexternal demands on schooling. Pupils' responses to teachingapproaches embody their appraisal of the process, the subjectmatter,and prevailing teacher-pupil affective ties.Ultimately learning outcomes expressed through passrates represent distinctive teaching practices and learningresults." @default.
- W580278832 created "2016-06-24" @default.
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- W580278832 date "1990-01-01" @default.
- W580278832 modified "2023-09-24" @default.
- W580278832 title "Do classrooms matter? : pass rates, achievement and classroom procedures : a quanti-qualitative study" @default.
- W580278832 hasPublicationYear "1990" @default.
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