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Eva Gonçalves is a postdoc researcher at the Centre for Research and Studies in Sociology of the Instituto Universitário de Lisboa (CIES-IUL, ISCTE) in several projects. Her research interests are related to school-family relationships, students, public policies in education, networks, and quantitative and qualitative methods. She began participating in the Portuguese team project ySkills in 2020. Link to ResearchGate: https://www.researchgate.net/profile/Eva_Goncalves2
Project Goal: Digitisation is changing society. ICTs strongly impact children's and adolescents' wellbeing. In order to benefit from these, new skill sets are required. Research project ySKILLS wants to enhance and maximise long-term positive impact of the ICT environment.
Current Stage: Data collection
Project Goal: Create new strategic educational projects for the next 10 years for Oeiras.
Current Stage: writing final reports
Project Goal: Study about the professian of Veterinarians in Portugal
Current Stage: writing final reports
Project Goal: Create consensus around educational strategies for Cascais and implement regular assessment procedures
Current Stage: Closed
Project Goal: Implement a quality assessment process for public schools in the region of Madeira
Current Stage: Closed
COVID-19 highlighted higher education’s resistance to implementing the student-centered and ICT (information and communication technology)-enabled learning practices as incentivized by the Bologna Declaration. ICTs were crucial to keep the students in educational programs during the outbreak; however, some students were left out, increasing socioeconomic differences, and many teachers needed the training to provide online lectures effectively. Despite those barriers, the current context could be an opportunity to invest in new teaching and learning practices. The main goal of this research is to analyze how teachers and students from veterinary programs in Portugal adapted to the digital environment, and perceive whether this change imposed by COVID-19 could provide teachers and higher institutions with new solutions to implement effective student-centered and ICT-enabled learning models. Results show that veterinary programs are based on student-centered practices by nature, but that the use of ICTs is still incipient. Teachers, students, and members from the Professional Order claim that the worst change brought by COVID-19 was the cancellation of hands-on sessions, impoverishing the students’ education during the time of mandatory confinement. Actors say that it is important to invest in innovative teaching and learning practices enabled by ICTs in the future.
Eva Gonçalves; Luís Capucha. Student-Centered and ICT-Enabled Learning Models in Veterinarian Programs: What Changed with COVID-19? Education Sciences 2020, 10, 343 .
AMA StyleEva Gonçalves, Luís Capucha. Student-Centered and ICT-Enabled Learning Models in Veterinarian Programs: What Changed with COVID-19? Education Sciences. 2020; 10 (11):343.
Chicago/Turabian StyleEva Gonçalves; Luís Capucha. 2020. "Student-Centered and ICT-Enabled Learning Models in Veterinarian Programs: What Changed with COVID-19?" Education Sciences 10, no. 11: 343.
Eva Gonçalves. Evolução da participação dos pais no sistema educativo: um olhar a partir da produção legislativa. 2020, 1 .
AMA StyleEva Gonçalves. Evolução da participação dos pais no sistema educativo: um olhar a partir da produção legislativa. . 2020; ():1.
Chicago/Turabian StyleEva Gonçalves. 2020. "Evolução da participação dos pais no sistema educativo: um olhar a partir da produção legislativa." , no. : 1.
Eva Gonçalves. Family involvement and participation in schools in Portugal: the difficulty in sharing responsabilities. 2020, 1 .
AMA StyleEva Gonçalves. Family involvement and participation in schools in Portugal: the difficulty in sharing responsabilities. . 2020; ():1.
Chicago/Turabian StyleEva Gonçalves. 2020. "Family involvement and participation in schools in Portugal: the difficulty in sharing responsabilities." , no. : 1.
In Portugal, the school–family relationship should be an important research area, because families’ roles and choices in education increased after the legislative changes implemented since the 1980s. Schools have to cooperate with their local communities, teachers must accept the right of families to participate in decision-making processes, and families are encouraged to accept new roles as partners and stakeholders. Results from a multiple-case study of six schools – characterised by different socioeconomic contexts and levels of academic performance and located in three different municipalities in Portugal – reveal that even though families have more opportunities to participate, many still have not adopted their new roles. Also, results demonstrate that the principals’ interpretation of legislation affects the outcomes between schools where families are real stakeholders and/or partners and schools where having family representatives in the management structures is a mere bureaucratic-administrative drill. Most families do not play a formal role in schools and do not make use of their new rights, either because they do not know about the existence of their representatives in General and Class Councils, or they choose to not engage, preferring to talk directly to teachers to solve problems or give suggestions for improvements.
Eva Gonçalves. Portugal. Parental Involvement Across European Education Systems 2019, 90 -103.
AMA StyleEva Gonçalves. Portugal. Parental Involvement Across European Education Systems. 2019; ():90-103.
Chicago/Turabian StyleEva Gonçalves. 2019. "Portugal." Parental Involvement Across European Education Systems , no. : 90-103.
Eva Gonçalves. Escola-família: uma relação de longa data com dinâmicas recentes. 2018, 1 .
AMA StyleEva Gonçalves. Escola-família: uma relação de longa data com dinâmicas recentes. . 2018; ():1.
Chicago/Turabian StyleEva Gonçalves. 2018. "Escola-família: uma relação de longa data com dinâmicas recentes." , no. : 1.
Eva Gonçalves. Networks, Communities and Partnerships in Education: actors, goals and results. Proceedings of the First International Conference of the ESCXEL Project. 2016, 1 .
AMA StyleEva Gonçalves. Networks, Communities and Partnerships in Education: actors, goals and results. Proceedings of the First International Conference of the ESCXEL Project. . 2016; ():1.
Chicago/Turabian StyleEva Gonçalves. 2016. "Networks, Communities and Partnerships in Education: actors, goals and results. Proceedings of the First International Conference of the ESCXEL Project." , no. : 1.
Eva Gonçalves. School Networks, knowledge circulation and school improvement: The ESCXEL Project’s research agenda. 2016, 1 .
AMA StyleEva Gonçalves. School Networks, knowledge circulation and school improvement: The ESCXEL Project’s research agenda. . 2016; ():1.
Chicago/Turabian StyleEva Gonçalves. 2016. "School Networks, knowledge circulation and school improvement: The ESCXEL Project’s research agenda." , no. : 1.
Eva Gonçalves. School and Family, a partnership or a mere approximation? - a compared analysis of politics, strategies, practices and results. 2015, 1 .
AMA StyleEva Gonçalves. School and Family, a partnership or a mere approximation? - a compared analysis of politics, strategies, practices and results. . 2015; ():1.
Chicago/Turabian StyleEva Gonçalves. 2015. "School and Family, a partnership or a mere approximation? - a compared analysis of politics, strategies, practices and results." , no. : 1.