CEDH - Contribuições em Revistas Científicas / Contribution to Journals
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- Schoolwide positive behavior interventions and support in Portuguese schools: an exploratory studyPublication . Carvalho, Marisa; Serrão, Rosário; Azevedo, Helena; Cruz, Joana; Veríssimo, LurdesSchoolwide Positive Behavior Interventions and Support (Schoolwide PBIS) has been identified as a framework that supports schools in promoting positive behavior and preventing and managing behavior problems. The Decree-Law no. 54/2018 in Portugal leads schools to implement multitiered support systems for all students, integrating learning, social–emotional, and behavioral dimensions. Schoolwide PBIS aligns with the aims and principles of this legislation. However, to our knowledge, studies have yet to map Schoolwide PBIS practices in Portuguese schools. This study presents the results from a survey that aimed to explore the practice of Schoolwide PBIS features in Portuguese schools from the perspectives of 375 school psychologists and to analyze self-reported knowledge regarding the Schoolwide PBIS framework and its implementation in schools. Results suggest a limited Schoolwide PBIS implementation in Portuguese schools, with a meager percentage of school psychologists reporting a higher level of knowledge about the framework and the majority mentioning knowing little or nothing about Schoolwide PBIS. The results evidence how complex and challenging the adoption and implementation of Schoolwide PBIS can be, although there is strong evidence of its efficacy and relevance in inclusive contexts.
- Reclaiming professional agency: Portuguese teachers' experiences amidst managerialist professionalismPublication . Sousa, Rita Tavares de; Dotta, Leanete Thomas; Lopes, Amélia; Marta, MargaridaThe teaching profession has been increasingly subjected to a managerialist perspective of professionalism. Concurrently, neoliberal strategies redefine the nature of teachers’ work, constrain teachers’ agency and jeopardise their professional identities. In light of escalating bureaucratic pressures and diminishing professional autonomy, the imperative to explore paths for reinforcing teacher agency becomes paramount. Drawing on an ecological view of agency, the authors conceptualise teacher agency as a dynamic and context-dependent phenomenon. This paper seeks to identify how teachers enact their agency and to scrutinise the enablers and constraints of teacher agency, focusing on the life stories of 102 Portuguese teachers over the past five decades. Through a paradigmatic analysis the authors delve into the interplay of individual experiences, cultural contexts and structural influences in shaping teacher agency. Their findings underscore the importance of fostering teacher agency at multiple levels to uphold the integrity and efficacy of education systems amidst ongoing reforms.
- Que tem a Europa para oferecer aos recém-chegados a uma longa escolaridade obrigatória?Publication . Azevedo, JoaquimNeste artigo debate-se a tensão existente entre a prescrição normativa da obrigatoriedade de frequência da escola até ao fim do ensino secundário superior (12 anos de escolaridade) e a capacidade sociopolítica de garantir a universalidade da frequência deste nível de ensino. Nos últimos vinte anos regista-se um elevado investimento na escolarização de toda a população até aos 12 anos de escolaridade. A expansão do modelo da escolarização de massas prossegue (Meyer, 1992; Meyer, Ramírez, Soysal, 1992), com diferenças regionais muito sensíveis. As estratégias políticas e o envolvimento social têm sido muito diversos; retomando a categorização de Soysal e Strang (1989) umas incidem mais sobre a prescrição normativa, outras na construção política de soluções e outras na mobilização social dos actores. Também serão contextualizadas as tendências de desenvolvimento do ensino secundário quer por “subordinação regressiva” ao ensino superior quer por subordinação à economia local e internacional. Entre as principais tendências comuns no espaço europeu, este artigo situa e analisa criticamente não só a criação de dispositivos legais tendentes a criar novas oportunidades de educação e formação para os jovens, como as medidas tomadas para fortalecer as oportunidades de todos os jovens realizarem percursos escolares pessoalmente significativos dentro do ensino secundário superior, independentemente do prosseguimento de estudos no ensino superior.
- Promoting digital literacy for all: a school-based webinar initiativePublication . Pinheiro, Teresa; Mouro, Ana Filipa; Cabral, IlídiaThis study describes a school-based digital literacy intervention designed to strengthen collaboration between families and educators during a structured digital transition. The initiative consisted of a five-part webinar series on digital literacy. The sessions, accessible both live and asynchronously, combined evidence-based guidance with practical strategies. An anonymous survey of the school community revealed high ratings for overall relevance and applicability to family contexts. Participation barriers mirrored patterns described in the literature on parental engagement. The results highlight the potential of concise, targeted, and accessible interventions to promote school–family partnerships in navigating children's digital lives.
- Intelligent tutoring systems in nursing education: a scoping review protocolPublication . Rodrigues, Duarte Dona; Alves, José; Ribeiro, Laura; Pereira, RuiIntroduction: The use of artificial intelligence is rapidly advancing and revolutionizing many industries, including healthcare and education, where adaptive learning environments and intelligent tutoring systems can personalize instruction. Objective: Identify the extent of evidence towards the use, application, and impact of Intelligent Tutoring Systems in nursing education for undergraduate and postgraduate students. Methods: This scoping review will be conducted following the methodological framework established by the Joanna Briggs Institute for scoping reviews. The development of this protocol follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols guidelines. The inclusion criteria followed the Population–Concept–Context framework. Data extraction will include details such as study characteristics, types of Intelligent Tutoring Systems, implementation approaches, and educational outcomes. Studies will be selected by two independent reviewers and extracted using a predefined tool. Results: Results will be synthesized and presented in tables, diagrams, and narrative summaries. Conclusion: This scoping review aims to contribute to the understanding of how Intelligent Tutoring Systems are utilized in nursing education, identify gaps in the literature, and inform best practices for integrating Artificial Intelligence-based educational tools into nursing curricula.
- Caraterísticas do trabalho e relação trabalho-família: um estudo de caso no setor da saúdePublication . Silva, Sofia; Monarca, AdéliaO trabalho e a família representam duas das dimensões mais centrais da vida das pessoas e, por isto, a tentativa de gerir as exigências da vida profissional e pessoal tem sido considerada um desafio atual experienciado pelos trabalhadores. O trabalho na sociedade moderna carateriza-se por uma elevada quantidade de exigências que requerem elevados esforços por parte dos trabalhadores para desempenhar as suas funções, entre as quais a sobrecarga de trabalho, excesso de horas de trabalho e a pressão/stress. Estas exigências constituem os principais antecedentes do Conflito Trabalho-Família (CTF), uma vez que o indivíduo tem que dispensar muitos dos seus recursos disponíveis (e.g., tempo, energia) para desempenhar as suas tarefas, gerando-se uma dificuldade em estabelecer o equilíbrio entre a dimensão do trabalho e a familiar. No entanto, as caraterísticas de trabalho abrangem, também, recursos que têm um papel protetor face às exigências e auxiliam os trabalhadores no desempenho das suas funções, nomeadamente, as oportunidades de desenvolvimento profissional, feedback e autonomia. Neste sentido, os trabalhadores têm simultaneamente recursos no trabalho que melhoram a qualidade da vida familiar e lhes permitem beneficiar da relação trabalho-família, originando-se o Enriquecimento Trabalho-Família (ETF).A temática das caraterísticas do trabalho e a relação trabalho-família é transversal a vários setores de atividade, contudo o setor da saúde é caraterizado por uma elevada quantidade de exigências de trabalho, sobretudo ao nível emocional (i.e., interações emocionalmente exigentes com pacientes)e está a ser alvo de um conjunto de mudanças, tais como a degradação das condições de trabalho, precariedade contratual, congelamento de carreiras, entre outras. O mundo do trabalho sofreu ao longo dos anos algumas mudanças, entre as quais o desenvolvimento e inovação das tecnologias e o aumento significativo da participação das mulheres no mercado de trabalho. Como consequência, verifica-se um aumento da quantidade de famílias com duplo rendimento que constitui um novo desafio na interação entre o trabalho e a família. Posto isto, o presente estudo tem como objetivo analisar o impacto das perceções sobre as caraterísticas de trabalho, por parte de profissionais de saúde, na sua relação trabalho-família, tendo como fator moderador o género. No que toca às hipóteses, espera-se uma relação positiva entre as exigências do trabalho e o CTF e uma relação positiva entre os recursos de trabalho e o ETF. Relativamente ao género, é esperado que as mulheres experienciem maiores níveis de CTF do que os homens e que o género tenha um efeito moderador na relação entre a autonomia e o ETF, no sentido em que esta relação se torna mais positiva quando há mais homens. Quanto à metodologia, o estudo segue uma abordagem de cariz quantitativo. Neste sentido, a recolha de dados está a ser feita através de um questionário, distribuído a uma amostra de profissionais de saúde, mais especificamente a médicos e enfermeiros, preenchido online e também em suporte de papel. Por fim, os dados serão analisados através do software de análise estatística SPSS, permitindo testar as hipóteses definidas.
- Carta a futuros profesores: (padres y maestros)Publication . Azevedo, Joaquim
- Policing, stress and coping: a characterization study with Oporto Portuguese security police officersPublication . Moreno, Ana F.; Scharf, Ted; Hill, Rowena; Vilalta, Susanna Rubiol; Oliveira-Silva, PatríciaPolicing is associated with numerous stressors and challenges inherent to the demands of the profession. This study examined levels of perceived stress and psychological counselling-seeking among police officers in Oporto and investigated the contribution of sociodemographic, coping, and emotional experience variables to stress outcomes. An online survey was administered to squads of the Portuguese National Police (N =123), including the PSS-10, ERQ, and RDEES scales. Over one-third of the officers reported elevated stress levels, yet only 16.7 per cent of those above the clinical threshold had sought counselling. Higher perceived stress was significantly associated with greater emotional suppression and broader emotional range, whereas emotional differentiation showed a potential protective effect. No other significant predictors emerged, including cognitive reappraisal or other sociodemographic and occupational factors, such as years of service, rank, and education. Similarly, none of our variables predicted counselling seeking. Emotion-related processes explained substantially more variance in stress than occupational or sociodemographic variables, reinforcing prior research linking suppression coping to poorer mental health outcomes in policing. These findings underscore the relevance of interventions targeting emotional awareness, adaptive coping, and organizational strategies that reduce mental health stigma and structural barriers to help-seeking, particularly among operational officers. Future research should prioritize systemic, multi-level approaches to support well-being within police organizations.
- Predictors of academic success and failure in STEM higher education in Angola: evidence from first-year students using descriptive statistics and exploratory factor analysisPublication . Tumbula, Samuel; Azevedo, Joaquim; Ribeiro, Luísa MotaSTEM programmes in higher education are characterised by high academic failure rates, particularly during the first year. In Angola, however, there is a notable lack of empirical research addressing this issue. This study represents one of the first empirical investigations into STEM student outcomes in Angola, providing data-driven insights previously unavailable in this context. Using survey responses from 491 first-year STEM students, descriptive statistics and exploratory factor analysis identified key positive predictors–such as academic competence, pedagogical support, and motivation–and negative predictors, including personal, institutional, and curricular barriers. Findings inform targeted recommendations such as enhanced mentoring programmes and curriculum reforms to strengthen success factors, mitigate obstacles, and guide policies for more inclusive and effective STEM higher education.
- Service-learning at Universidade Católica Portuguesa: a journey of institutionalization through the lens of student, faculty, and community partner perceptions and international standardsPublication . Ribeiro, Luísa Mota; Serra, Sara; Rodrigues, Sofia Nascimento; Themudo, Carmo; Pona, Rita Paiva eService-learning (SL) has emerged as a transformative pedagogy in higher education. While institutionalization in Europe remains incipient, case studies illustrate how universities can advance this process through intentional strategies. This paper presents a reflection on the journey of implementation and institutionalization of SL at the Universidade Católica Portuguesa (UCP) between 2020 and 2025. Looking at the perspectives of students, faculty, and community partners, this work examines the extent to which UCP’s SL strategy aligns with global standards and contributes to a sustainable model of institutional integration. Throughout eight semesters, a total of 124 SL experiences were conducted, involving 147 curricular units, 24 extracurricular activities, and 9 interdisciplinary projects. These initiatives engaged 2 495 students, 62 faculty members, and 176 community partners, including 28 international organizations, and reached over 46 000 final beneficiaries. The results highlight key achievements while also identifying ongoing challenges related to quality assurance, faculty engagement, and long-term sustainability. Lessons learned underscore the importance of strategic alignment, multi-stakeholder collaboration, and evidence-based planning in embedding SL as a core institutional practice.