http://hdl.handle.net/20.500.11796/285 2026-08-03T14:50:39Z 2026-08-03T14:50:39Z Albuquerque, Cristina Cruz, Joana Gonçalves, Daniela Silva, Maria João Mateus, Diogo Fernandes, Francisco Porto Serra, Juliana Pacheco, Cristiano http://hdl.handle.net/20.500.11796/3510 2026-07-28T01:01:47Z 2026-01-01T00:00:00Z

Title: A inovação pedagógica para o bem-estar, inclusão e sucesso na educação superior: da inovação à transformação institucional sistémica Authors: Albuquerque, Cristina; Cruz, Joana; Gonçalves, Daniela; Silva, Maria João; Mateus, Diogo; Fernandes, Francisco Porto; Serra, Juliana; Pacheco, Cristiano Abstract: Brochura institucional elaborada pelo Grupo de Trabalho Bem-Estar, Inclusão e Sucesso na Educação Superior (BIS-ES) do Conselho Nacional para a Inovação Pedagógica no Ensino Superior (CNIPES),dedicada à inovação pedagógica, bem-estar, inclusão e sucesso na educação superior.

2026-01-01T00:00:00Z Soares, Mónica Nogueira Coelho, Vera Azevedo, Helena Teixeira, Andreia Grande, Catarina http://hdl.handle.net/20.500.11796/3509 2026-07-01T01:01:57Z 2026-03-07T00:00:00Z

Title: Associations Between Classroom Quality, Child Self-Regulation, and Psychological Adjustment in Early Childhood´ Authors: Soares, Mónica Nogueira; Coelho, Vera; Azevedo, Helena; Teixeira, Andreia; Grande, Catarina Abstract: Early childhood classroom quality can significantly influence children’s social-emotional and behavioral development, particularly during the early years, as shown in research emphasizing the importance of high emotional support, organization, and instructional quality. This study analyzes the influence of classroom quality dimensions, namely, emotional support, classroom organization, and instructional support, with self-regulation skills, on preschool children’s psychological adjustment, including prosocial behavior, hyperactivity, peer problems, emotional difficulties, and conduct. Participants included 193 Portuguese preschool children (Mage = 46.60 months, SD = 6.58). Classroom quality was assessed using the Classroom Assessment Scoring System; self-regulation was measured using the Head-Toes-Knees-Shoulders; psychological adjustment was reported by teachers using the Strengths and Difficulties Questionnaire. Results revealed that classrooms generally had medium-high emotional support (M = 4.89, SD = 0.75), moderate organization (M = 4.19, SD = 0.90), and low instructional support (M = 2.76, SD = 0.94). Emotional support strongly predicted reduced difficulties (β= -0.53) and hyperactivity (β= -0.44), while classroom organization significantly predicted more emotional symptoms (β = 0.65). Self-regulation emerged as a key predictor across child adjustment dimensions, enhancing the overall explanatory power of models. Findings highlight the roles of quality of teacher-child interactions and self-regulation in supporting psychological adjustment, emphasizing the need for early education to foster high-quality teacher-child interactions and actively develop children’s self-regulatory abilities to promote well-being and future learning success.

2026-03-07T00:00:00Z Soares, Mónica Nogueira Peixoto, Carla Coelho, Vera Machado, Francisco Azevedo, Helena Neto, Ana Margarida http://hdl.handle.net/20.500.11796/3508 2026-07-01T01:01:56Z 2026-06-29T00:00:00Z

Title: Early Childhood Educators’ Reported Social-Emotional Learning Practices in Portuguese Preschool Education: The Role of Beliefs and Training Authors: Soares, Mónica Nogueira; Peixoto, Carla; Coelho, Vera; Machado, Francisco; Azevedo, Helena; Neto, Ana Margarida Abstract: The early childhood years are a particularly important period for social-emotional learning (SEL), as key social-emotional competencies begin to emerge and consolidate during the first years of life. This cross-sectional study examined Portuguese early childhood educators’ reported SEL practices, beliefs, and training. A total of 182 educators completed self-report questionnaires on classroom practices, beliefs about the importance of social-emotional competencies, perceived needs and difficulties in promoting SEL, and professional background. Descriptive findings showed that educators frequently reported using relational and routine-based practices, such as creating opportunities for peer interaction and positively reinforcing children’s autonomous problem solving. By contrast, more explicit SEL strategies, including role-play, emotion-themed storybooks, and visual materials focused on emotional states, were reported less frequently. Correlational analyses showed that stronger beliefs about the importance of social-emotional competencies and lower perceived needs in promoting SEL were associated with more frequent reported implementation of explicit practices. In the hierarchical regression model, perceived needs remained the strongest predictor after controlling for academic qualifications. Educators with a bachelor’s or licentiate degree reported more frequent use of such practices than those with postgraduate, master’s, or doctoral qualifications, whereas recent in-service training was not significantly associated with reported implementation. Overall, the findings suggest that SEL is unevenly embedded in preschool practice, with stronger emphasis on relational climate than on explicit instructional strategies.

2026-06-29T00:00:00Z Pereira, Conceição Meireles Monteiro, Isilda http://hdl.handle.net/20.500.11796/3507 2026-06-24T01:01:59Z 2025-01-01T00:00:00Z

Title: Os Governadores Civis de Braga, Porto e Viana do Castelo (1957-1980). Os Agentes do Poder Central nos Distritos entre a Ditadura e a Democracia Authors: Pereira, Conceição Meireles; Monteiro, Isilda Abstract: Este estudo debruça-se sobre os Governadores Civis de três distritos do noroeste de Portugal — Porto, Braga e Viana do Castelo

2025-01-01T00:00:00Z