Percorrer por autor "Cruz, Joana"
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- 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.
- 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.
- 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.
- Portuguese Football Federation consensus statement 2020: nutrition and performance in footballPublication . Abreu, Rodrigo; Figueiredo, Pedro; Beckert, Paulo; Marques, José P.; Amorim, Samuel; Caetano, Carlos; Carvalho, Pedro; Sá, Carla; Cotovio, Ricardo; Cruz, Joana; Dias, Tiago; Fernandes, Gonçalo; Goncalves, Elton; Leão, César; Leitão, Alexandre; Lopes, João; Machado, Eduardo; Neves, Mónica; Oliveira, André; Pereira, Ana I.; Pereira, Bruno; Ribeiro, Fernando; Silva, Luís M.; Sousa, Filipe; Tinoco, Tânia; Teixeira, Vitor H.; Sousa, Mónica; Brito, JoãoNutrition is an undeniable part of promoting health and performance among football (soccer) players. Nevertheless, nutritional strategies adopted in elite football can vary significantly depending on culture, habit and practical constraints and might not always be supported by scientific evidence. Therefore, a group of 28 Portuguese experts on sports nutrition, sports science and sports medicine sought to discuss current practices in the elite football landscape and review the existing evidence on nutritional strategies to be applied when supporting football players. Starting from understanding football's physical and physiological demands, five different moments were identified: preparing to play, match-day, recovery after matches, between matches and during injury or rehabilitation periods. When applicable, specificities of nutritional support to young athletes and female players were also addressed. The result is a set of practical recommendations that gathered consensus among involved experts, highlighting carbohydrates periodisation, hydration and conscious use of dietary supplements.
- Resposta à diversidade: caminhos e desafios da educação inclusiva: relatos de experiências de formação contínua de docentes e não docentes no CFAE MarcoCinfães 2019-2021Publication . Cruz, Joana; Azevedo, Helena; Fonseca, Helena; Carvalho, Marisa
- School psychologists training in applied approaches for the construction of inclusive schools in Portugal: process descriptionPublication . Carvalho, Marisa; Martins, Cristina; Alves, Diana; Marques, Elisabete; Azevedo, Helena; Cruz, Joana; Fonseca, Marisa; Tormenta, Nuna; Cunha, Rosário Serrão; Ramalho, Sofia; Jesus, Teresa
- School psychologists training in Portugal: trainers' perspectivesPublication . Carvalho, Marisa; Martins, Cristina; Alves, Diana; Marques, Elisabete; Azevedo, Helena; Cruz, Joana; Fonseca, Marisa; Tormenta, Nuna; Cunha, Rosário Serrão; Ramalho, Sofia; Jesus, Teresa
- School psychologists’ training to support inclusive education in Portugal: trainers' perspectives of opportunities, challenges, and improvementsPublication . Carvalho, Marisa; Cunha, Rosário Serrão; Azevedo, Helena; Cruz, Joana; Alves, Diana; Martins, Cristina; Marques, Elisabete; Fonseca, Marisa; Tormenta, Nuna; Jesus, Teresa de; Ramalho, SofiaSchool psychologists can support schools in implementing inclusive practices. In Portugal, the Decree-Law 54/2018 has set the country on the path to inclusive education based on whole-school approaches. This policy shift demands a change in school psychologists’ practices to be agents for systems change versus traditional roles (such as assessing and counseling students). An e-learning training course was developed and implemented by nine psychologists through a partnership between the Ministry of Education and the Portuguese Psychology Association, focused on the Multi-tiered Systems of Support framework for constructing inclusive schools. The main aim was to empower school psychologists to support adequate, inclusive, and multi-tiered intervention responses in their schools, resourcing a collaborative and supervised approach. From all Portuguese regions, 327 psychologists participated in the training from October 2020 to April 2021. This article focuses on the trainers’ experiences of training, collected through a focus group, reflecting on the challenges, opportunities, and necessary improvements for future training in school psychologists in Portugal on this topic. Trainers have identified organizational and pedagogical aspects as critical to the training delivery and quality that should be addressed in future training courses for school psychologists.