Browsing by Author "Carvalho, Marisa"
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- Abordagens multinível em educação: da reflexão à açãoPublication . Carvalho, Marisa; Azevedo, Helena
- Acesso, equidade e aprendizagem: desafios em tempos de Covid 19Publication . Carvalho, Marisa
- Assessment of math abilities before school entry: a tool developmentPublication . Cruz, Joana; Alves, Diana; Carvalho, Marisa; Mendes, Sofia Abreu; Rodrigues, Bruna; Cadime, IreneThe years preceding school entry are pivotal for children to develop fundamental skills that bolster their learning in literacy and math in the following years. Skills like counting and subitizing stand as key predictors of future math abilities. Hence, the availability of universal screening tools is vital to promptly identify children who are lacking in these skills, allowing for tailored classroom practices to meet their needs. This study aimed to develop a mathematical screening tool and assess its psychometric properties. The tool encompasses both group and individual tasks, with the latter evaluating counting, cardinality, subitizing, quantity discrimination, addition, and subtraction. The tool was administered twice to 257 children, aged 5 to 6, in their final year of kindergarten in Portugal, at both the start and end of the school year. The findings reveal that the tasks generally present a low level of difficulty, especially by the end of kindergarten. Factor analysis demonstrated an adequate structure, and all dimensions showed high internal consistency (>.80). There was a medium-to-high intercorrelation among the various tasks. Correlations between task scores at the beginning and end of the school year were high. Furthermore, scores across all tasks correlated with math achievement in the first grade of primary education. These outcomes suggest that the tool is both valid and reliable, making it a useful resource for assessing and intervening in math skills during the critical years before school entry.
- O cantinho das emoções. Avaliação do impacto de um programa de competências socioemocionaisPublication . Vale, Carlos; Carvalho, Marisa
- Da indisciplina ao clima de escola: voz dos alunosPublication . Carvalho, Marisa; Alão, Paula; Magalhães, JoaquimAs questões relacionadas com a indisciplina, bullying e violência escolar continuam a constituir-se como uma preocupação, desafiando as escolas na construção de soluções eficazes dirigidas à promoção da cidadania ativa, dialogante e relacional. Cabe às escolas uma atuação convergente com modelos proativos de gestão da indisciplina com vista à promoção de comportamentos pró-sociais. Neste âmbito, destacamos a participação e envolvimento dos alunos nos processos de tomada de decisão e as atividades da escola como um fator determinante da construção de uma escola positiva, democrática e inclusiva. Este artigo apresenta a metodologia de Assembleias de Alunos, conforme realizadas no Agrupamento de Escolas de Frazão – Paços de Ferreira, no âmbito de um projeto de promoção de comportamentos positivos na escola. Partindo da análise documental das atas das referidas assembleias, identificam-se as conceções dos alunos acerca da disciplina e clima de escola, bem como as estratégias de ação adotadas. Os resultados obtidos apontam no sentido de se privilegiarem ações que promovam a participação e o envolvimento dos alunos nas decisões e atividades da escola. Com efeito, consideramos que as assembleias de alunos constituem uma abordagem promissora na promoção de um clima de escola positivo, participado e democrático.
- Educação inclusiva. De que falamos afinal?Publication . Carvalho, Marisa
- From policies to practices: factors related to the use of inclusive practices in PortugalPublication . Cruz, Joana; Azevedo, Helena; Carvalho, Marisa; Fonseca, HelenaInclusion is considered a foundation for quality education, and teachers’ inclusive practices are essential for success in mainstream classrooms. Portugal has been making progressive improvements in its policies for inclusive education, although there is little consistency in school practices within or between schools. Moreover, data identifying the personal and career variables relevant to teachers’ inclusive practices in Portugal are scarce. Therefore, the purpose of this study was to determine the relationship between teachers’ inclusive practices and personal and career-based characteristics, including gender, level of teaching, years of experience, roles performed at school, and perception of inclusive resources. The participants were 924 teachers who worked in private and public schools in Portugal. Regression analysis showed that perceived inclusive resources, level of teaching, and gender predicted variance in inclusive practices. Mean difference analyses revealed that teachers at the lower levels of teaching, females, and teachers reporting more inclusive resources had the highest scores for inclusive practices. These findings are discussed in terms of their practical relevance for inclusive school systems.
- Guia de apoio à intervenção psicológica breve com crianças: vamos falar sobre a guerra e como fazer a pazPublication . Carvalho, MarisaO presente documento pretende constituir-se como um guia de apoio à intervenção breve de psicólogos/as com ação junto de crianças a partir dos 8 anos de idade, relativamente à situação de Guerra. As propostas apresentadas assentam numa perspetiva de Construção de Paz tendo em vista contribuir para a compreensão da situação atual de guerra na Ucrânia, a gestão de sentimentos associados e a adoção de comportamentos pro-sociais. Apresenta-se uma proposta de trabalho organizada em três sessões de trabalho, com objetivos distintos, a serem implementadas na totalidade ou não, de forma articulada com outras iniciativas em curso na escola e/ou comunidade.
- Inclusive education in Portugal: exploring sentiments, concerns and attitudes of teachersPublication . Carvalho, Marisa; Simó-Pinatella, David; Azevedo, Helena; Alcocer, Ana Luisa AdamThis study examines Portuguese teachers' attitudes towards inclusive education and how teachers' self-efficacy towards inclusion and other sociodemographic and professional variables relate and predict teachers' attitudes. In total, 539 Portuguese teachers participated. Sentiments, Attitudes and Concerns about Inclusive Education scale, Teacher Efficacy for Inclusive Practices scale and a sociodemographic questionnaire were used to collect data. The results indicate that teachers' attitudes towards inclusion were generally positive. However, teachersrelated variables (e.g., teachers' self-efficacy, teaching experience, previous training, and knowledge about educational laws and policies) influence teachers' attitudes in a complex and dynamic way. Implications for policies, practices and research are presented.
- Measuring inclusive education in portuguese schools: adaptation and validation of a questionnairePublication . Carvalho, Marisa; Cruz, Joana; Azevedo, Helena; Fonseca, HelenaThe debate about inclusive education has gained considerable attention in policy, research, and practice in the last decades. Therefore, there is also a growing interest in assessing how inclusive education occurs in schools. Self-assessment and self-reflection tools are strategic to examine schools’ inclusion and guide needed changes. This study attempts to provide Portuguese schools with self-assessment tools for improvement. Themis Inclusion Tool was translated and adapted into a Portuguese version named Resources and Practices for Inclusive Education and evaluated the instrument’s psychometric structure. A web survey was completed online by 924 participants. An EFA suggested two different factors: Inclusive Resources, human, technical and technological resources used to promote learning and; Inclusive Practices, beliefs and behaviors that can be implemented to promote learning. These two factors were supported by confirmatory analysis. Overall, the Resources and Practices for Inclusive Education presented a robust factorial structure and good psychometric properties, appearing to be a valid and reliable measure for assessing inclusive education in Portuguese schools.
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