Papers
INTERNATIONAL PAPERS
Almeida, A. & Sumozas, R. (2024). How photos can affect children’s perception of animal welfare: A study involving pupils from Portugal and Spain. Children & Society, 38(1), 116-136.
Batista, S., Ponte, C., & Baptista, R. (in press). Reflecting with teachers on research-based tools: The ySKILLS education toolkit. Media and Communication. https://doi.org/10.17645/mac.9051
Botelho, M.C., & Rocha, H. (2024). The professional knowledge of the teacher in mobilizing different representations with different technologies. RISTI – Iberian Journal of Information Systems and Technologies, E71, 486-499.
Brito, A. T. (2024). From prescription to collaboration: Dialogues with Parents. International Journal of Birth and Parent Education, 11(2), 5-8
Cabral, S., Mata, L., & Peixoto, F. (2024). Preparing pre-service teachers for family engagement: Insights from initial teacher education syllabus. Education Sciences,14, 674. https://doi.org/10.3390/educsci14060674
Castro Silva, J., Almeida, A.P., Pacheco, P., & Ferreira, M. (2024). Resilience and purpose as predictors of Portuguese school leaders’ work well-being. Journal of Educational Administration, 62(4), 373-387. https://doi.org/10.1108/JEA-06-2023-0140
Coelho, T., & Rocha, H. (2024). Interdisciplinary professional knowledge: divergences and convergences of two models. RISTI – Iberian Journal of Information Systems and Technologies, E71, 316-328.
Freire, S., Roçadas, C., Pipa, J., & Aguiar, C. (2024). Classroom social networks, students’ peer‐related social experiences and sense of belonging: The specific case of students with SEN. British Educational Research Journal, 50(4), 1617–1635. https://doi.org/10.1002/berj.3989
Costa, A.C.; Freitas, D.; Santos, A.I.; Andrea Z. Botelho, A.Z.; Parente, M.I.; Behr, A.; Rodrigues, A.M.; Hélia Guerra, H.; Cascalho, J. & Mendes, A. (2024). Where is Ocean Literacy in Oceanic Islands’ Schools? The Azores case. Marine Policy, 163, 106062; https://doi.org/10.1016/j.marpol.2024.106062
Gaitas, S., Castro Silva, J., & Poças, A. (2024). A latent class analysis on students’ beliefs about teachers’ practices enhancing their well-being. Frontiers in Education, 9, 1252222. https://doi.org/10.3389/feduc.2024.1252222
Gaitas, S., Sarabando, T., Alves, C., Alves Martins, M., Leite, G. & Laranjeira, R. (2024). Teacher instructional arrangements for supporting social and academic needs of students with special educational needs in regular classrooms. European Journal of Special Needs Education 1-16. https://doi.org/10.1080/08856257.2024.2380593
Hansen, K. Y., Thorsen, C.; Radišic, J., Peixoto, F., Laine, A., Liu, X. (2024). When competence and confidence are at odds: A cross-country examination of the Dunning–Kruger effect. European Journal of Psychology of Education, 39, 1537-1559. https://doi.org/10.1007/s10212-024-00804-x
Leite, G., Alves Martins, M., Gaitas, S., Laranjeira, R., Alves, C. & Sarabando, T. (2024). Can peer mediation foster migrant students’ inclusion in mainstream classrooms? An exploratory case study. International Journal of Inclusive Education, 1-14. https://doi.org/10.1080/13603116.2024.2356209
Major, S. O., Palos, A. C., Gaspar, M. F., & Santos, A. I. (2024). Do we get what we expect? A qualitative study of preschool teachers’ experiences with the Incredible Years® Teacher Classroom Management program. Children and Youth Services Review, 163, 107782. http://dx.doi.org/10.1016/j.childyouth.2024.107782
Machakova et al. (2024). Digital skills among youth: A dataset from a three-wave longitudinal survey in six European countries. Data in Brief, 54, 110396. https://doi.org/10.1016/j.dib.2024.110396
Pipa, J., Daniel, J. R., & Peixoto, F. (2024). Effects of grade retention in lower secondary education on students’ self-concept, self-esteem, goal orientations, and school career. Psychology in the Schools, 61, 1897-1921. https://doi.org/10.1002/pits.23145
Radišic, J., Krstic, K., Blažanin, B., Micic, K., Baucal, A., Peixoto, F., Schukajlow. S. (2024). “Am I a math person?” Linking math identity with students’ motivation for mathematics and achievement. European Journal of Psychology of Education, 39, 1513-1536. https://doi.org/10.1007/s10212-024-00811-y
Radišic, J., Peixoto, F., Caetano, T., Mata, L., Campos, M., & Krstic, K. (2024). Scared, bored or happy? Latent Profile analyses of primary school students’ academic emotions about math. Education Sciences,14, 841. https://doi.org/10.3390/educsci14080841
Rocha, H. & Babo, A. (2024). Problem-solving and mathematical competence: a look to the relation during the study of Linear Programming. Thinking Skills and Creativity, 51, 1-14. Article 101461. https://doi.org/10.1016/j.tsc.2023.101461
Rocha, H., Viseu, F., & Matos, S. (2024). Problem solving in a real-life context: an approach during the learning of inequalities. European Journal of Science and Mathematics Education, 12(1), 21-37. https://doi.org/10.30935/scimath/13828
Salvador, L. & Alves Martins, M. (2024). From spelling to reading: An intervention program with children at risk of reading failure. Journal of Experimental Child Psychology, 244. https://doi.org/101016/jecp.2024.105944
Santos, N. N., & Monteiro, V. (2024). Second grade retention: Beliefs, decision-making styles, and factors involved in the decision process. Psychology in the Schools, 61(4), 1646-1666. https://doi.org/10.1002/pits.23130
Silva, C., Peixoto, F., & Salvador, L. (in press). “With a little help from my friends”: Effects of a self-reflection tool and social interaction on orthographic performance. Journal of Writing Research. https://orcid.org/0000-0001-6238-2663
Villalobos Vergara, P., Vergara Ortúzar, R., Sabando Gómez, M. C., Peixoto, F. J., & Castro Silva, J. (2024). Resilience and mental health in practicing Chilean teachers during the pandemic. Teaching and Teacher Education, 139, 104435. https://doi.org/10.1016/j.tate.2023.104435
NATIONAL PAPERS
Brito, A.T., & Mata, L. (in press). A construção partilhada de uma Escola de Educação como organização aprendente. Medi@ções.
https://mediacoes.ese.ips.pt/index.php/mediacoesonline/announcement/view/17
Hartmann, A. L., Baroni, A. K., Domingos, A., & Maltempi, M. (2024). A Educação Financeira no Brasil e em Portugal: Percursos e reflexões sobre as propostas voltadas à Educação Básica e Secundária. Quadrante, 33(1), 112–132. https://doi.org/10.48489/quadrante.35191
Santos, N. N., & Monteiro, V. (2024). Crenças dos professores face às intervenções para promover o sucesso escolar: Que relação com a retenção escolar? Revista Portuguesa de Educação, 37(2), e24024. https://doi.org/10.21814/rpe.27912
INTERNATIONAL PAPERS
Abra Olivato, J. & Alves Martins, M. (2023). Linguagem escrita e linguagem musical: Relações entre as conceções precoces de aprendizagem das crianças, Percepta, 10 (1), 11-22. https://doi.org/10.34018/2318-891X.10(1)11-22
Abra Olivato, J., & Castro Silva, J. (2023). Interdisciplinary teaching practices in STEAM education in Brazil. London Review of Education, 21(1), 38. https://doi.org/10.14324/LRE.21.1.38.
Almeida, A., García Fernández, B., & Papadopoulou, P. (2023). Animals as performers or exhibits: A study of their relevance to Portuguese, Spanish, and Greek pre-service teachers. Journal of Applied Animal Welfare Science, 26(4), 647–669
Almeida, A., Rato, V., & Dabaja, Z. F. (2023). Outdoor activities and contact with nature in the Portuguese context: a comparative study between children’s and their parents’ experiences. Children’s Geographies, 21(1), 108–122.
Almeida, A. & Rodrigues, I. (2023). Experimentação Animal: Apontamentos acerca da Crueldade na História da Ciência. História da Ciência e Ensino. Construindo interfaces, 27(Especial), 433-450.
Almeida, A., Torres, J. & Rodrigues, I. (2023). The Impact of Meat Consumption on Human Health, the Environment and AnimalWelfare: Perceptions and Knowledge of Pre-Service Teachers. Societies, 13, 143. https://doi.org/10.3390/soc13060143
Almeida, S. de, & Viana, J. (2023). Teachers as curriculum designers: What knowledge is needed? The Curriculum Journal, 34(3), 357-374. https://doi.org/10.1002/curj.199
Costa, M. C., & Domingos, A. (2023). Teachers’ Professional Knowledge to Develop STEM Integrated Tasks. Pedagogika, 149(1), pp. 82-104. https://doi.org/10.15823/p.2023.149.4
Costa, M. C., Martins, S. G., & Domingos, A. (2023). As STEM e o pensamento computacional: resolvendo desafios da vida real no ensino superior. REAMEC – Rede Amazônica de Educação Em Ciências e Matemática, 11(1), e23100. https://doi.org/10.26571/reamec.v11i1.16743
Brito, A.T., Xavier, M.R., Azevedo, N., Fareleira, F., Espirito Santo, J., Teixeira, L., Tinoco, J., & Singer, J. (2023). Dialogues with parents: a parental support and empowerment program based on the Touchpoints Model. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1251130
Castro Silva, J., Ferreira, M., Pacheco, P. & Almeida, A. (2023). School leadership engagement: validation of the Portuguese version of UWES scale. Frontiers in Education, 8(1217806). https://doi.org/10.3389/feduc.2023.1217806
Castro Silva, J., Peixoto, F., Galhoz, A., & Gaitas, S. (2023). Job demands and resources as predictors of well-being in Portuguese teachers. European Journal of Teacher Education. Advance online publication. https://doi.org/10.1080/02619768.2023.2288552
Costa, M. C., & Domingos, A. (2019). Promover o ensino da matemática num contexto de formação profissional com STEM. Revista de Educación Matemática [Journal of Mathematics Education], 31(1), 235-257. https://doi.org/10.24844/EM3101
João, P., & Rodrigues, A. S. (2023). Matemática e Arte. Uma proposta para avaliar as competências do PASEO partindo do painel Começar de Almada Negreiros. Educação e Matemática, 167, 10 -13.
Martins, R., Viseu, F., & Rocha, H. (2023). Functional thinking: a study with 10th grade students. Education Sciences, 13(4), 1-22. https://doi.org/10.3390/educsci13040335
Peixoto, F., Mata, L., Campos, M., Caetano, T., Radišić, J., & Niemivirta, M. (2023). ‘Am I to blame because my child is not motivated to do math?’ Relationships between parents’ attitudes, beliefs, and practices towards mathematics and students’ mathematics motivation and achievement. European Journal of Psychology of Education. Advance online publication. https://doi.org/10.1007/s10212-023-00774-6
Peixoto, F., Radišić, J., Krstić K., Hansen, K.Y., Laine, A., Baucal, A., Sõrmus, M., & Mata, L. (2023). Contribution to the validation of the Expectancy-Value Scale for primary school students. Journal of Psychoeducational Assessment, 41(3), 343-350. https://doi.org/10.1177/07342829221144868
Rapanta, C., Miralda-Banda, A., Garcia-Milà, M., Vrikki, M., Macagno, F., & Evagorou, M. (2023). Detecting the factors affecting classroom dialogue quality. Linguistics and Education, 77. https://doi.org/10.1016/j.linged.2023.101223
Rapanta, C. (2023). Piaget, Vygotsky and young people’s argumentation: Sociocognitive aspects and challenges of reasoning “together” and “alone”. Learning, Culture and Social Interaction, 39. https://doi.org/10.1016/j.lcsi.2023.100698
Rapanta, C. (2023). Defining openness in teachers’ ‘open’ questions: A pragmatic approach. Pragmatics & Society. https://doi.org/10.1075/ps.20015.rap
Rapanta, C. & Macagno, F. (2023a). Introduction to the Special Issue “Boundaries between dialogic pedagogy and argumentation theory”. Dialogic Pedagogy, 11(3), A1-A6. http://dx.doi.org/10.5195/dpj.2023.576
Rapanta, C. & Macagno, F. (2023b). Authentic questions as prompts for productive and constructive sequences: A pragmatic approach to classroom dialogue and argumentation. Dialogic Pedagogy, 11(3), A65-A87. http://dx.doi.org/10.5195/dpj.2023.546
Rocha, H. (2023). The impact of teachers’ knowledge on the connection between technology supported exploration and mathematical proof. European Journal of Science and Mathematics Education, 11(4), 635-649. https://doi.org/10.30935/scimath/13285
Rocha, H. (2023). Analyzing teachers’ knowledge based on their approach to the information provided by technology. European Journal of Science and Mathematics Education, 11(1), 132-145. https://doi.org/10.30935/scimath/12522
Santos, A.I., Pereira, D., Botelho, N., Medeiros, P., & Cascalho, J.M. (2023). Robotics for young people in AZORESminiBOT. International Journal of Information and Education Technology, 13(1), 33-41. http://www.scopus.com/inward/record.url?eid=2-s2.0-85145944023&partnerID=MN8TOARS
Santos, N. N., & Monteiro, V. (2023). Grade retention: teachers’ beliefs and practices and their relationship to school educational policies. Ensaio, 31(121). https://doi.org/10.1590/S0104-40362023003103925
Santos, N. N., & Monteiro, V. (2023). Schools’ educational policies about grade retention decision making. Education Policy Analysis Archives, 31. https://doi.org/10.14507/epaa.31.7586
Santos, N. N., Franco, G., & Beja, M. J. (2023). Perfiles de inteligencia emocional y competencias sociales. Relación con el desempeño académico. Escritos de Psicología, 16(1), 65–76. https://doi.org/10.24310/espsiescpsi.v16i1.14749
Santos, N. N., Pipa, J., & Monteiro, V. (2023). Analysing grade retention beliefs within teachers’ psycho-pedagogic beliefs system. Teaching and Teacher Education, 121. https://doi.org/10.1016/j.tate.2022.103939
Santos, N. N., Monteiro, V., & Carvalho, C. (2023). The impact of grade retention and school engagement on students’ intention to enroll in higher education in Portugal. European Journal of Education, 58(1), 130-150. https://doi.org/10.1111/ejed.12535
NATIONAL PAPERS
Almeida, S. de, Firmino, J., Gabriel, J. M., Hortas, M. J., & Nunes, L. C. (2023). Students with an immigrant background in the Lisbon Metropolitan Area: Evidence at the municipal, school, and class levels. Revista Cidades, Comunidades e Territórios, 46, 59-77. https://doi.org/10.15847/cct.25864
Almeida, S. de,Viana, J., Barcelos, N., Roldão, M. C., & Peralta, H. (2023). Design do currículo em rede? Dinâmica relacional das associações de professores na elaboração das aprendizagens essenciais em Portugal. Revista Portuguesa de Educação, 36(1). https://revistas.rcaap.pt/rpe/article/view/24086
Brito, A. T., & Mata, L. (2023). Perfil de competências para amas ‐ (Re)conhecer, valorizar, capacitar. Qualidade e profissionalidade em educação de infância. Aprender, 45 (suplemento), 30-44. https://doi.org/10.58041/aprender.180
Martins, H., & Domingos, A. (2023). Trabalho de projeto e experiências recentes. Educação e Matemática, 170, 34-37
Matos, T., Kubrusly, A., & Batista, S. (2023). Participação política online e competências digitais: Um estudo de caso com jovens universitários. Medi@ções, 11(2), 145-163. https://mediacoes.ese.ips.pt/index.php/mediacoesonline/article/view/391/341
Montiel, A. L. (2023). Conceções e práticas de avaliação formativa. Relato de uma oficina de formação. Sensos-E, 10(1), 23–34. https://doi.org/10.34630/sensose.v10i1.4844
Ponte, C., Mascheroni, G., Batista, S., Garmendia, M., Martinez, G., & Cino, D. (2023). Digital mediation and family climate reported by children in Spain, Italy, and Portugal. Observatorio (OBS*), 17(2), 210-224. https://obs.obercom.pt/index.php/obs/article/view/2214
Rodrigues, A. S., & Carvalho e Silva, J. (2023). A visibilidade das aplicações da Matemática no contexto do Ensino Profissional de nível secundário. Educação e Matemática, 170, 22-24.
Rodrigues, A. S., & Almeida, M. (2023). Reformas curriculares de 2004 e 2022 – a construção de uma matemática do ensino profissional, em Portugal. Caminhos da Educação Matemática em Revista 13(3), 76-92. https://periodicos.ifs.edu.br/periodicos/caminhos_da_educacao_matematica/article/view/1577
Rodrigues, A. S., & Moura, E. (2023). O potencial da História da matemática para o desenvolvimento do processo criativo. Quadrante, 32(1), 99-119. https://doi.org/10.48489/quadrante.29968
Rodrigues, A. S., Gabriel, L., Santos, M. T., & Filipe, N. (2023). Um olhar sobre a capacitação de formadores em Matemática B e Matemática dos Cursos Profissionais. Educação e Matemática, 170, 27-29.
Subtil, M., Domingos, A. M. D., & Mariotti, M. A. (2023). A calculadora gráfica no ensino básico com o contributo da Mediação Semiótica. Da Investigação às Práticas: Estudos De Natureza Educacional, 13(1), 116–143. https://doi.org/10.25757/invep.v13i1.343
INTERNATIONAL PAPERS
Albuquerque, A., & Alves Martins, M. (2022). Invented spelling as a tool to develop early literacy: The predictive effect on reading and spelling acquisition in Portuguese. Journal of Writing Research, 14(1), 113–131. https://doi.org/10.17239/jowr-2022.14.01.04
Alvarenga, K., Domingos, A., & Cabrera Zuñiga, D. (2022). Neurociencias Cognitivas en la Formación de Profesores de Matemática. UNIÓN – REVISTA IBEROAMERICANA DE EDUCACIÓN MATEMÁTICA, 18(65). https://revistaunion.org/index.php/UNION/article/view/460
Campos, M., Peixoto, F., Bártolo-Ribeiro, R., & Almeida, L.S. (2022). Adapting as I go: An analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher education. Education Sciences, 12(10), 658. https://doi.org/10.3390/educsci12100658
Costa, M. C., & Domingos, A. (2022) Mathematics education: Promoting interdisciplinarity with science and technology. Research in Mathematics, 9:1, 2134628. https://doi.org/10.1080/27684830.2022.2134628
Costa, M. C., & Domingos, A. (2022). Conhecimento Profissional para ensinar matemática num contexto de educação em STEM. Zetetike, 30(00), e022026. https://doi.org/10.20396/zet.v30i00.8661697
Costa, M.C., Domingos, A.; Teodoro, V.D., Vinhas, É.M.R.G. Teacher Professional Development in STEM Education: An Integrated Approach with Real‐World Scenarios in Portugal. Mathematics 2022, 10, 3944.
https://doi.org/10.3390/math10213944
Figueiredo, S., & Martins, M. A. (2022). Test difficulty in second language setting: Measuring with receiver operating characteristic. Journal of Cognitive Education and Psychology, 21(1), 34–52. https://doi.org/10.1891/JCEP-2021-0021
Forsblom, L., Pekrun, R., Loderer, K., & Peixoto, F. (2022). Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis. Journal of Educational Psychology, 114(2), 346–367. https://doi.org/10.1037/edu0000671
Funk, M., Cascalho, J., Santos, A.I., Pedro, F., Medeiros, P., Amaral, B., Domingos, M., Ramos, A., & Mendes, A. (2022). A simple interactive robot to promote computational thinking. Frontiers in Computer Science , 4, 1022778. http://www.scopus.com/inward/record.url?eid=2-s2.0-85141355977&partnerID=MN8TOARS
Gaitas, S., & Carêto, C. (2022). Educação inclusiva e as (insuperáveis?) fronteiras da organização escolar. Currículo sem Fronteiras, 22(e1816), 1-20. http://dx.doi.org/10.35786/1645-1384.v22.1816
Gaitas, S., Carêto, C., Peixoto, F., & Castro Silva, J. (2022). Differentiated instruction: ‘To be, or not to be, that is the question.’ International Journal of Inclusive Education, 1(17). https://doi.org/10.1080/13603116.2022.2119290
Macagno, F., Rapanta, C., Mayweg-Paus, E., & Garcia-Milà, M. (2022). Coding empathy in dialogue. Journal of Pragmatics, 192, 116-132. https://doi.org/10.1016/j.pragma.2022.02.011
MacKenzie, A., Bacalja, A., Annamali, D., Panaretou, A., Girme, P., Cutajar, M., … Rapanta, C. …, & Gourlay, L. (2022). Dissolving the dichotomies between online and campus-based teaching: a collective response to The Manifesto for Teaching Online (Bayne et al. 2020). Postdigital Science and Education, 4(2), 271-329. https://doi.org/10.1007/s42438-021-00259-z
Mata, L., Monteiro, V., Peixoto, F., Santos, N. N., Sanches, C., & Gomes, M. (2022). Emotional profiles regarding maths among primary school children – A two-year longitudinal study. European Journal of Psychology of Education, 37(2), 391–415. https://doi.org/10.1007/s10212-020-00527-9
Pestana, S. C. C., Peixoto, F., & Pinto, P. R. (2022). Academic achievement and intrinsic motivation in higher education students: An analysis of the impact of using concept maps. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-09-2021-0352
Pipa, J., & Peixoto, F. (2022). One step back or one step forward? Effects of grade retention and school retention composition on Portuguese students’ psychosocial outcomes using PISA 2018 data. Sustainability, 14(24), 16573. https://doi.org/10.3390/su142416573
Rapanta, C. (2022). Douglas Walton’s contributions in education: a synthesis of theoretical and empirical research. Informal Logic, 42(1), 139-170. https://doi.org/10.22329/il.v42i1.7222
Rapanta, C. & Macagno, F. (2022). Pragmatics, education, and argumentation: Introduction to the Special Issue. Learning, Culture & Social Interaction, 36, 100371. https://doi.org/10.1016/j.lcsi.2019.100371
Rapanta, C., Christodoulou, A. (2022). Walton’s types of argumentation dialogues as classroom discourse sequences. Learning, Culture & Social Interaction, 36, 100352. https://doi.org/10.1016/j.lcsi.2019.100352
Rocha, H. (2022). Contribution of the analysis of the mathematical concordance to understand the teachers’ KTMT. Journal of Curriculum and Teaching, 11(8), 412-422. https://doi.org/10.5430/jct.v11n8p412
Santos, A. I., Costa, A. C., Botelho, A. Z., Parente, M. I., Cascalho, J., Freitas, D., Behr, A., Rodrigues, A., Mendes, & Armando B. (2022). Learning objects in the educational context: The perspective of teachers in the Azores. Education Sciences, 12(5), 309. http://dx.doi.org/10.3390/educsci12050309
Viseu, F., Rocha, H., & Monteiro, J. M. (2022). Rethinking digital technology versus paper and pencil in the learning of 3D Geometry. Journal of Learning for Development, 9(2), 267-278. https://doi.org/10.56059/jl4d.v9i2.645
Viseu, F., Silva, A., Rocha, H., & Mendes, P. (2022). A representação gráfica na aprendizagem de funções por alunos do 10.º ano de escolaridade – The graphical representation in the learning of functions by 10th grade students. Educación Matemática, 34(1), 186-213. https://doi.org/10.24844/EM3401.07
NATIONAL PAPERS
Batista, S., & Simões, J.A. (2022). Cidadania digital de jovens em três países europeus. Perfis de (não) participação cívica online. Sociologia, Problemas e Práticas, 98, 9-29. https://doi.org/10.7458/SPP20229820792
Condinho, M., & Brito, A. T. (2022). Etnia, identidade e inclusão. Medi@ções, 10(1), 101–113. http://193.137.46.120/index.php/mediacoesonline/article/view/332
Gomes, E. X., & Brito, A. T. (2022). A alunização da infância: o indelével contributo da formação inicial de educadoras/es em Portugal. Debates em Educação, 14. https://doi.org/10.28998/2175-6600.2022v14nEspp190-216
Gonçalves, A. & Almeida, A. (2022). Desenvolver a consciencialização para o bem-estar animal em alunos do 5.º ano de escolaridade. Interacções,18(62), 22-45.
Mata, L., Brito, A. T., & Pereira, M. (2022). Transição para a escolaridade obrigatória: Um olhar sobre as famílias. Medi@ções, 10(2), 70–83. https://mediacoes.ese.ips.pt/index.php/mediacoesonline/article/view/358
Mata, L., Pacheco, P., Brito, A. T., Pereira, M., & Cabral, S. (2022). Envolvimento das famílias no processo educativo – Perspetiva de futuros profissionais. Revista Portuguesa de Educação, 35(2). http://doi.org/10.21814/rpe.24634
Pereira, M., Brito, A. T., & Mata, L. (2022). O sentido do tempo das crianças nos contextos de educação de infância. Medi@ções, 10(1), 132–142. http://193.137.46.120/index.php/mediacoesonline/article/view/333
Rosa, J., & Martins, M. A. (2022). The impact of a naturalistic intervention on preschool children’s morphological awareness development. Análise Psicológica, 40(1), 101–116. https://doi.org/10.14417/ap.1893
Santos, N. N., & Monteiro, V. (2022). Crenças de aprendizagem, avaliação e retenção escolar dos futuros professores de 1.º ciclo do ensino básico. Da Investigação às Práticas: Estudos de Natureza Educacional, 12(2), 5-32. https://doi.org/10.25757/invep.v12i2.297
INTERNATIONAL PAPERS
Albuquerque, A., & Alves Martins, M. (2021). Invented spelling activities in kindergarten: the role of instructional scaffolding and collaborative learning, International Journal of Early Years Education, 29(1), 96-113. https://doi.org/10.1080/09669760.2020.1760085
Almeida, S. de., Felix, P., Ferreira, S. & Rodrigues, A. (2021). Curriculum flexibility policies expressed in school timetables in Portugal. From prescribed curriculum to practiced curriculum. European Journal of Curriculum Studies, 6(1), 30-55. https://comum.rcaap.pt/bitstream/10400.26/40755/1/Curriculum%20flexibility%20policies%20expressed%20in%20school%20timetables%20in%20Portugal%20-%20pp.%2030-55.pdf
Alvarenga, K. & Domingos, A., (2021). Conexões entre neuroeducação e formação de professores. Revista Internacional de Formação de Professores, 6 (e021018), 1-24
Alves Martins, M., & Perret-Clermont, A. N. (2021). William Peter Robinson: 1933-2021. European Journal of Psychology of Education, 36, 1243-1245. https://doi.org/10.1007/s10212-021-00578-6
Dockrell, J. E., Papadopoulos, T. C., Mifsud, C. L., Bourke, L., Vilageliu, O., Bešić, E., Seifert, S., Gasteiger-Klicpera, B., Ralli, A., Dimakos, I., Karpava, S., Alves-Martins, M., Sousa, O., Castro, S., Søndergaard Knudsen, H. B., Donau,m P., Haznedar, B., Mikulajová, M., & Gerdzhikova, N. (2021). Teaching and learning in a multilingual Europe: Findings from a cross-European study. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-020-00523-z
Forsblom, L., Peixoto, F., & Mata, L. (2021). Perceived classroom support: Longitudinal effects on students’ achievement emotions. Learning & Individual Differences, 85, 101959. https://doi.org/10.1016/j.lindif.2020.101959
Funk, M. G., Cascalho, J. M., Santos, A. I., & Mendes, A. B. (2021). Educational robotics and tangible devices for promoting computational thinking. Frontiers in Robotics and AI, 8, 713416. (2021): http://dx.doi.org/10.3389/frobt.2021.713416
Goos, M., Pipa, J., & Peixoto, F. (2021). Effectiveness of grade retention: A systematic review and meta-analysis. Educational Research Review, 34, 100401. https://doi.org/10.1016/j.edurev.2021.100401
Granjo, M., Castro Silva, J., & Peixoto, F. (2021). Teacher identity: Can ethical orientation be related to perceived competence, psychological needs satisfaction, commitment and global self-esteem? European Journal of Teacher Education, 44(2), 158-179. https://doi.org/10.1080/02619768.2020.1748004
Khaleque, A., Reboredo, A. R., Monteiro, V., & Uddin, M. L. (2021). Effects of parental acceptance-rejection, psychological adjustment, self-concept, and learning motivation on adolescents’ academic achievement. International Journal of Biomed Research, 1, 1-11. https://www.auctoresonline.org/uploads/articles/1624614713Effects_of_Parental_Acceptance.pdf
Koehler, S. E., & Mata, L. (2021). Analisando a autoeficácia e o engajamento no trabalho de psicólogos escolares. Revista Psicologia: Organizações e Trabalho, 21(2), 1494-1501. https://doi.org/10.5935/rpot/2021.2.21236
Meehan, A., Almeida, S. de, Bäckström, B., Borg-Axisa, G., Friant, N., Johannessen, Ø. L. & Roman, M. (2021). Context rules! Top-level education policies for newly arrived migrant students across six European countries. International Journal of Educational Research Open, 2(2). https://doi.org/10.1016/j.ijedro.2021.100046
Monteiro, V., Carvalho, C., & Santos, N. N. (2021). Creating a supportive classroom environment through effective feedback: Effects on students’ school identification and behavioral engagement. Frontiers in Education, 6, 661736. https://doi.org/10.3389/feduc.2021.661736
Monteiro, V., Mata, L., & Santos, N. (2021). Assessment conceptions and practises: Perspectives of primary school teachers and students. Frontiers in Education, 6, 631185. https://doi.org/10.3389/feduc.2021.631185
Ponte, C., Leote de Carvalho, M.J., & Batista, S. (2021). Exploring European children’s self-reported data on online aggression. Communications, The European Journal of Communication Research, 46(3), 419-445. https://doi.org/10.1515/commun-2021-0050
Rapanta, C. & Felton, M. (2021). Learning to argue through dialogue: A review of instructional approaches. Educational Psychology Review, 34(2), 477-509. https://doi.org/10.1007/s10648-021-09637-2
Rapanta, C., Gonçalves, C., Pereira, J. R., Cascalheira, D., Gil, B., Morais, R., … & Macagno, F. (2021). Multicultural classroom discourse dataset on teachers’ and students’ dialogic empathy. Data in Brief, 39. https://doi.org/10.1016/j.dib.2021.107518
Rapanta, C. (2021). Can teachers implement a student-centered dialogical argumentation method across the curriculum? Teaching and Teacher Education, 105, 103404. https://doi.org/10.1016/j.tate.2021.103404
Rapanta, C., Vrikki, M., & Evagorou, M. (2021). Preparing culturally literate citizens through dialogue and argumentation: rethinking citizenship education. Curriculum Journal, 32(3), 475-494. https://doi.org/10.1002/curj.95
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education. Postdigital Science and Education, 3(3), 715-742. https://doi.org/10.1007/s42438-021-00249-1
Rocha, H. (2021). Mathematical knowledge for teaching with technology: episodes of one teacher’s practice. Educação Matemática Debate, 5(11), 1-22. https://doi.org/10.46551/emd.e202125
Rodrigues, A. S. C., & Matos, J. M. (2021). A folha informativa do ensino técnico: uma ferramenta de partilha de experiências. REAMEC – Rede Amazônica De Educação Em Ciências e Matemática, 9(3), 1-21. https://doi.org/10.26571/reamec.v9i3.13019
Sá, M. J., Santos, A. I., & Serpa, S. (2021). The academic supervisor of higher education students. Final projects: A gatekeeper of quality? Academic Journal of Interdisciplinary Studies, 10(1), 152-160. http://dx.doi.org/10.36941/ajis-2021-0013
Sá, M. J., Santos, A. I., Serpa, S., & Ferreira, C. M. (2021). Digitainability: Digital competences post-covid-19 for a sustainable society. Sustainability, 13(17), 9564. http://dx.doi.org/10.3390/su13179564
Sá, M. J., Santos, A. I., Serpa, S., & Ferreira, C. M. (2021). Digital literacy in digital society 5.0: Some challenges. Academic Journal of Interdisciplinary Studies, 10(2), 1-9. http://dx.doi.org/10.36941/ajis-2021-0033
Santos, A. I., & Martins de Sousa, E. J. (2021). I really want to learn new things! Children’s perspectives on educational transition. Academic Journal of Interdisciplinary Studies, 10(5), 365-375. http://dx.doi.org/10.36941/ajis-2021-0145
Santos, N., & Monteiro, V. (2021). Crenças de professores e futuros professores portugueses sobre a reprovação no 2ºano de escolaridade. Revista Brasileira de Educação, 26. https://doi.org/10.1590/s1413-24782021260068
Serpa, S., Ferreira, C. M., Sá, M. J., & Santos, A. I. (2021). COVID-19 and scientific literacy. Journal of Educational and Social Research, 11(2), 1-4. http://dx.doi.org/10.36941/jesr-2021-0024
Serpa, S., Ferreira, C. M., Santos, A. I., Cheng, X., Cheung, A.C.K., Zhou, L., J. Sá, M.J., Pellegrini, M., & Wang, F. (2021). Future of scholarly publishing: A perspective. Science Insights, 39(3), 353-360. http://dx.doi.org/10.15354/si.21.re239
Silva, C., Peixoto, F., & Salvador, L. (2021). To give someone a fish or teach them how to fish? Effects of a self-reflection tool on orthographic performance in Portuguese children. Reading and Writing, 43(1), 2481-2503. http://doi.org/10.1007/s11145-021-10154-5
Iordanou, K. & Rapanta, C. (2021). Argue with me: A method for developing argument skills. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.631203
NATIONAL PAPERS
Almeida, T., Silva, C. & Rosa, J. (2021). Invented spelling intervention programmes: Comparing explicit and implicit instructions. Análise Psicológica, 39(2), 229-245. http://doi.org/10.14417/ap.1848
Batista, S. (2021). Redes colaborativas locais na ação pública em educação: Reflexões a partir da participação em projetos de investigação. Revista de divulgação científica AICA, 13, 140-154. http://aica-madeira.org/revistas/286-revista-cientifica-da-aica-no13.html
Costa, M. C., & Domingos, A. M. (2021). Conhecimento profissional dos professores em atividades experimentais STEAMH. Revista de Educação, Ciências e Matemática, 11(2), 1-23.
Fonseca, J. F., Domingos, A. M. D., & Delgado, M. J. B. L. N. (2021). A ação educativa da geometria gráfica bidimensional: abordagem de um ensino potencialmente significativo. Boletim da Aproged, 35, 55-63.
Julião, M., Fareleira, F., Xavier, F., & Brito, A. T. (2021). A compreensão emocional da morte pela criança: Resposta ao artigo de Silva et al. Acta Medica Portuguesa, 34(4), 316. https://doi.org/10.20344/amp.15875
Martins, H., & Domingos, A. (2021). Cálculo algébrico simbólico (CAS) em contexto de sala de aula com alunos do ensino secundário. Educação e Matemática, 160, 39-42.
Rodrigues, A., & Matos, J. M. (2021). O desenho, uma disciplina de preparação para uma profissão. Cadernos CEDES. 2021, 41(115), 168-184. https://doi.org/10.1590/CC245710
Vallera, T., & Almeida, T. (2021). O investigador libertino e a infância como indeterminado: A escrita científica enquanto ethos inventivo em duas propostas de autorreflexão e desterritorialização do sujeito escolar. Currículo sem Fronteiras, 21(2), 497-522. https://doi.org/10.35786/1645-1384.v21.n2.4
INTERNATIONAL PAPERS
Albuquerque, A., & Martins, M. (2020) Invented spelling activities in kindergarten: the role of instructional scaffolding and collaborative learning. International Journal of Early Years Education. https://doi.org/10.1080/09669760.2020.1760085
Almeida, A., García Fernández, B. & Rodrigues, I. (2020). Perceptions of pre-service teachers on seismic risk and their implications for science education: a comparative study between Spain and Portugal. Journal of Risk Research, 23(6), 762-780.
Almeida, A., García Fernández, B., & Strecht-Ribeiro, O. (2020). Children’s knowledge and contact with native fauna: a comparative study between Portugal and Spain. Journal of Biological Education, 54(1), 17-32.
Almeida, L., Taveira, M. C., Peixoto, F., Silva, J. C., & Gouveia, M. J. (2020). Escala de satisfação no domínio académico em universitários portugueses. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica., 54(1), 93-101. https://doi.org/10.21865/RIDEP54.1.08
Bártolo-Ribeiro, R., Peixoto, F., Almeida, L., & Casanova, J. (2020). Regulation of cognition: Validation of a short scale for Portuguese first-year university students. Annals of Psychology, 36(2), 313-319. https://doi.org/10.6018/analesps.389361
Figueiredo, S., Maroco, J., Alves Martins, M. & Nunes, O. (2020). Self-concept in immigrant school children and the impact of length of residence: Evidence from PISA 2015 for current educational practice. Center for Educational Policy Studies Journal, 11(4), 217-235. https://doi.org/10.26529/cepsj.859
Freire, S., Pipa, J., Aguiar, C., Vaz da Silva, F. & Moreira, S. (2020). Student–teacher closeness and conflict in students with and without special educational needs. British Educational Research Journal, 46, 480-499. https://doi.org/10.1002/berj.3588
Monteiro, S. M., & Alves Martins, M. (published online Jan 2020). Relação entre níveis conceituais de escrita e estratégias de reconhecimento de palavras. Educação em Revista, 36:e227793. https://doi.org/10.1590/0102-4698227793
Lemos, G. C, Peixoto, F., & Almeida, L. S. (2020). “To g or not to g?” — Analysis of the dimensional structure of a cognitive abilities’ battery. Revue Européenne de Psychologie Appliquée, 70, 100523. https://doi.org/10.1016/j.erap.2020.100523
Luís, R., & Rapanta, C. (2020). Towards (Re-)Defining historical reasoning competence: A review of theoretical and empirical research. Educational Research Review, 31, 100356. https://doi.org/10.1016/j.edurev.2020.100336
Mata, L., Mackaaij, M. J., & Calado, M. (2020). Emotional Responses to Reading in the First Grade – The “L.E.R. Cãofiante” Project. Psico-USF, 25(2), 321-330. http://dx.doi.org/10.1590/1413-82712020250210
Mota, V., Santos, A. I., & Teixeira da Silva, M. M. (2020). Children’s books and literature from the perspectives of preschool and primary teachers. Journal of Educational and Social Research, 10(1), 37-46. http://dx.doi.org/10.36941/jesr-2020-0004
Peixoto, F., Silva, J. C., Pipa, J., Wosnitza, M., & Mansfield, C. (2020). The Multidimensional Teachers’ Resilience Scale (MTRS): Validation for Portuguese teachers. Journal of Psychoeducational Assessment, 8(3) 402-408. https://doi.org/10.1177/0734282919836853
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923-945. https://doi.org/10.1007/s42438-020-00155-y
Rapanta, C., Garcia-Mila, M., Remesal Ortiz, A., & Gonçalves, C. (2020). The challenge of inclusive dialogic teaching in public secondary schools. Revista Comunicar, 29(66), 9-20. https://doi.org/10.3916/C66-2021-02
Rapanta, C., & Trovão, S. (2020). Shall we receive more refugees or not? A comparative analysis and assessment of Portuguese adolescents’ arguments and social representations. Pedagogy, Culture & Society, 28(4), 581-603. https://doi.org/10.1080/14681366.2019.1676298
Rocha, H. (2020). Graphical representation of functions using technology: a window to teacher knowledge. Teaching Mathematics and its Applications, 39(2), 105-126. https://doi.org/10.1093/teamat/hrz011
Rocha, H. (2020). Using tasks to develop pre-service teachers’ knowledge for teaching mathematics with digital technology. ZDM Mathematics Education, 52(7), 1381-1396. https://doi.org/10.1007/s11858-020-01195-1
Sá, M. J., Ferreira, C. M., Santos, A. I., & Serpa., S. (2020). Publishing at any cost? The need for the improvement of the quality of scholarly publications. International Journal of Higher Education, 9(3), 214-221. https://doi.org/10.5430%2Fijhe.v9n3p214
Sá, M. J., Serpa, S., Ferreira, C. M., & Santos, A. I. (2020). Social media centrality in identity (re)construction in higher education. Journal of Educational and Social Research, 10(1), 11-22. http://dx.doi.org/10.36941/jesr-2020-0002
Santana, M. R., Justino, D., & Almeida, S. de (2020). Envolvimento dos encarregados de educação na escola: Perspetiva dos professores. Psicologia em Pesquisa, 14(1), 1-17. http://pepsic.bvsalud.org/pdf/psipesq/v14n1/02.pdf
Santos, A. I., & Serpa, S. (2020). Flipped classroom for an active learning. Journal of Education and e-Learning Research, 7(2), 167-173. http://dx.doi.org/10.20448/journal.509.2020.72.167.173
Santos, A. I., & Serpa, S. (2020). Literacy: Promoting sustainability in a digital society. Journal of Education, Teaching and Social Studies, 2(1), 1-9. http://dx.doi.org/10.22158/jetss.v2n1p1
Santos, A. I., Ferreira, C. M., & Serpa, S. (2020). Writing in science. Journal of Educational and Social Research, 10(4), 128-133. http://dx.doi.org/10.36941/jesr-2020-0072
Santos, A. I., Serpa, S., & Ferreira, C. M. (2020). Challenges for the academic editor in the scientific publication. Academic Journal of Interdisciplinary Studies, 9(3), 12-16. http://dx.doi.org/10.36941/ajis-2020-0037
Santos, A.I., Ferreira, C.M., Serpa, S., & Sa, M.J. (2020). What is an internship report? Contributions to the construction of its meaning. Journal of Education and e-Learning Research, 7(1), 1-6. http://www.scopus.com/inward/record.url?eid=2-s2.0-85083888551&partnerID=MN8TOARS
Santos, N., Monteiro, V., & Mata, L. (2020). Using MAXQDA to understand perspectives on mathematics assessment – Education research example. MAXQDA Research Blog. https://doi.org/10.1080/02619768.2020.1748004
Serpa, S., & Santos, A. I. (2020). Critical literacy and literacies. Journal of Education, Teaching and Social Studies, 2(1), 18-23. http://dx.doi.org/10.22158/jetss.v2n1p18
Serpa, S., Ferreira, C. M., & Santos, A. I. (2020). Personal argumentation in the scholarly publication. Journal of Educational and Social Research, 10(2), 1-4. https://doi.org/10.36941%2Fjesr-2020-0021
Serpa, S., Santos, A. I., Ferreira, C. M. (2020). Contributions of Ivan Illich to education in a digital society. Academic Journal of Interdisciplinary Studies, 9(2), 23-30. https://doi.org/10.36941%2Fajis-2020-0019
NATIONAL PAPERS
Almeida, A. (2020). Podem elas trepar às árvores? Uma reflexão acerca da necessidade de interação das crianças com os espaços verdes urbanos e suburbanos. Rossio 8, 49-61.
Machado, F., & Batista, S. (2020). Emancipando o local? Reflexões sobre as possibilidades e limites do planeamento educativo à escala municipal a partir de um estudo de caso. Investigar em Educação – IIª série, 11-12, 243-260. http://pages.ie.uminho.pt/inved/index.php/ie/article/view/204
Matos, J. M., & Rodrigues, A. S. (2020). Mathematics in classroms, an iconographic historical study. Revista História da Educação, 24, 1-39. doi: https://doi.org/10.1590/2236-3459/99597
Monteiro, V., Santos, N., Mata, L., Sanches, C., & Gomes, M. (2020). Perfis emocionais dos alunos do 1.º Ciclo e a sua relação com a perceção de competência e a motivação em matemática. Psicologia, 34(1), 354-360. https://doi.org/10.17575/psicologia.v34i1.1681
Rocha, T. A., Peixoto, F., & Jesus, S. N. (2020). Aesthetic development in children, adolescents and young adults. Análise Psicológica, 38(1), 1-13. https://doi.org/10.14417/ap.1657
Sanches, C., Monteiro, V., Mata, L., Santos, N., & Gomes, M. (2020). Psychometric Properties of the Portuguese Version of the Achievement Emotions Questionnaire for Elementary School. Análise Psicológica, 38(1), 127-139. http://dx.doi.org/10.14417/ap.1671
Silva, I., Marques, L., Mata, L. & Rosa, M. (2020). Os direitos da criança- Uma leitura através das Orientações Curriculares para a Educação Pré-escolar. Cadernos de Educação de Infância, 120, 66-76. Retrieved from: https://apei.pt/produto/linha-editorial/cadernos-de-educacao-de-infancia/cei-120
Simões, E., Alves Martins, M. (2020). Analysis of reading errors in Portuguese: Digraphs and complex syllabic structures. Análise Psicológica, 38(2) 199-210. https://doi.org/10.14417/ap.1732
Ferreira, S., & Silva, A. C. (2020). Contributos da literatura infantil para o desenvolvimento da empatia. Entreler, Revista do PLN, 0. ISSN: 2184-8386. Retrieved from: https://www.pnl2027.gov.pt/np4/entreler/contributos.html
Silva, A. C. & Lima, R. (2020) Interacção auto-regulada e aprendizagem da ortografia. In III Congresso Internacional Envolvimento dos Alunos na Escola: Perspectivas da Psicologia e Educação. Instituto de Educação da Universidade de Lisboa. ISBN 978-989-8753-61-8. Retrieved from: http://hdl.handle.net/10451/45404
Subtil, M., & Domingos, A. (2020). A calculadora gráfica no ensino básico – uma conexão entre os domínios de Funções do 7.º ano e Geometria do 9.º ano. Educação e Matemática (157), 36-39
Sumozas, R., & Almeida, A. (2020). Educación Ambiental Y Arte Sostenible para el desarrollo de Humanidades Digitales mediante Fotografía Y Educación Artística en Lisboa. ArtyHum, Monográfico nº1, 248-269. ISSN 2341-4898
INTERNATIONAL PAPERS
Albuquerque, A., & Alves Martins, M. (2019). Enhancing children’s literacy learning: from invented spelling to effective reading and writing. L1-Educational Studies in Language and Literature, 19, 1–24. https://doi.org/10.17239/L1ESLL-2019.19.01.02
Almeida, A., García Fernández, B., & Strecht-Ribeiro, O. (2019). Primary school children and pre-service teachers’ knowledge of Iberian native and African savannah mammals. Journal of Baltic Science Education, 18(6), 833-847.
Casanova, J. R., Almeida, L. S., Peixoto, F., Ribeiro, R. B., & Marôco, J. (2019). Academic Expectations Questionnaire: A proposal for a short version. SAGE Open, 9(1), 215824401882449. https://doi.org/10.1177/2158244018824496
Fernandes, L., Peixoto, F., Gouveia, M. J., Castro Silva, J., & Wosnitza, M. (2019). Fostering teachers’ resilience and well-being through professional learning: effects from a training programme. The Australian Educational Researcher, 46(4), 681–698. https://doi.org/10.1007/s13384-019-00344-0
Matos, J. M., Rodrigues, A., & Candeias, R. (2019). A formação profissional em escolas primárias e em escolas normais primárias portuguesas (1844-1926). Revista Educação PUCRS, 42(2), 178 -188. http://dx.doi.org/10.15448/1981-2582.2019.2.33830
Peixoto, F., Castro Silva, J., Pipa, J., Wosnitza, M., & Mansfield, C. (2020). The Multidimensional Teachers’ Resilience Scale (MTRS): Validation for Portuguese teachers. Journal of Psychoeducational Assessment, 38(3), 402–408. https://doi.org/10.1177/0734282919836853
Macagno, F., & Rapanta, C. (2019). The dimensions of argumentative texts and their assessment. Studia Paedagogica, 24(4), 11-44. https://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/view/2057
Rapanta, C. (2019). Bewilderment as a pragmatic ingredient of genuine teachers’-students’ dialogues. Studia Paedagogica, 24(4), 45-61. https://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/view/2058
Rapanta, C. (2019). Argumentation as critically oriented pedagogical dialogue. Informal Logic, 39(1), 1-31. https://doi.org/10.22329/il.v39i1.5116
Rapanta, C., & Felton, M. (2019). Mixed methods research in inquiry-based instruction: An integrative review. International Journal of Research & Method in Education, 42(3), 288-304. https://doi.org/10.1080/1743727X.2019.1598356
Rocha, H. (2019). Mathematical proof: from mathematics to school mathematics. Philosophical Transactions of the Royal Society A, 377(2140), 1-12. https://doi.org/10.1098/rsta.2018.0045
Santos, A.I., Ferreira, C.M., Sá, M.J., Serpa, S. (2019). Reading on paper and scrolling text on a screen in academic learning. Academic Journal of Interdisciplinary Studies, 8(3), 135-143. http://www.scopus.com/inward/record.url?eid=2-s2.0-85078895290&partnerID=MN8TOARS
Serpa, S., Ferreira, C. M., & Santos, A. I. (2019). Social representations of the disadvantaged childhoods asylum of Horta in the press (Azores, Portugal): From the constitutional monarchy to the first republic. Societies, 10(1), 4 http://dx.doi.org/10.3390/soc10010004
Sumozas, R., & Almeida, A. (2019). Desarrollo de la competencia lingüística desde la educación ambiental y la fotografía. Multiárea. Revista de didáctica, 10, 86-100.
NATIONAL PAPERS
Magalhães, M., Almeida, J. M. D., & Domingos, A. (2019). Implementação do projeto de autonomia e flexibilidade curricular: desafios e dificuldades encontradas. Revista Científica Educação para o Desenvolvimento, 7, 18-43.
Rapanta, C., & Macagno, F. (2019). Evaluation and promotion of argumentative reasoning among university students: The case of academic writing. Revista Lusófona de Educação, 45, 125-142. https://revistas.ulusofona.pt/index.php/rleducacao/article/view/6996