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In this phenomenographic qualitative research, the aim is to learn about the conceptions of university professors about the university. The study was carried out with 20 university professors: 10 from the School of Social Sciences and 10 from the School of Science and Technology of University of Évora with an average age of 54 years and over 20 years of professional activity. The data were collected through open questionnaires and then submitted to thematic and categorical content analysis. The conceptions of the university appear, in the voice of the teachers, centered on two main aspects. The first and more mentioned concerns the conception of the university as a space of production and diffusion of scientific knowledge, which refers to quality factors of higher education. The second brings out the conception of the university as a space of relationship with society together with underlying concerns for human development, cooperation, and the design of a more sustainable world.
Elisa Chaleta; Margarida Saraiva; Luís Sebastião; Marília Cid; António M. Diniz; Fátima Leal; Paulo Quaresma; Luís Rato. University Teachers’ Conceptions of the University and the Place of Sustainability. Sustainability 2021, 13, 1955 .
AMA StyleElisa Chaleta, Margarida Saraiva, Luís Sebastião, Marília Cid, António M. Diniz, Fátima Leal, Paulo Quaresma, Luís Rato. University Teachers’ Conceptions of the University and the Place of Sustainability. Sustainability. 2021; 13 (4):1955.
Chicago/Turabian StyleElisa Chaleta; Margarida Saraiva; Luís Sebastião; Marília Cid; António M. Diniz; Fátima Leal; Paulo Quaresma; Luís Rato. 2021. "University Teachers’ Conceptions of the University and the Place of Sustainability." Sustainability 13, no. 4: 1955.
In this work we analyzed the mapping of Sustainable Development Goals in the curricular units of the undergraduate courses of the School of Social Sciences at the University of Évora. Of a total of 449 curricular units, only 374 had students enrolled in 2020/2021. The data presented refer to the 187 course units that had Sustainable Development Goals in addition to SDG4 (Quality Education) assigned to all the course units. Considering the set of curricular units, the results showed that the most mentioned objectives were those related to Gender Equality (SDG 5), Reduced Inequalities (SDG 10), Decent Work and Economic Growth (SDG 8) and Peace, Justice and Strong Institutions (SDG 16). Regarding the differences between the departments, which are also distinct scientific areas, we have observed that the Departments of Economics and Management had more objectives related to labor and economic growth, while the other departments mentioned more objectives related to inequalities, gender or other.
Elisa Chaleta; Margarida Saraiva; Fátima Leal; Isabel Fialho; António Borralho. Higher Education and Sustainable Development Goals (SDG)—Potential Contribution of the Undergraduate Courses of the School of Social Sciences of the University of Évora. Sustainability 2021, 13, 1828 .
AMA StyleElisa Chaleta, Margarida Saraiva, Fátima Leal, Isabel Fialho, António Borralho. Higher Education and Sustainable Development Goals (SDG)—Potential Contribution of the Undergraduate Courses of the School of Social Sciences of the University of Évora. Sustainability. 2021; 13 (4):1828.
Chicago/Turabian StyleElisa Chaleta; Margarida Saraiva; Fátima Leal; Isabel Fialho; António Borralho. 2021. "Higher Education and Sustainable Development Goals (SDG)—Potential Contribution of the Undergraduate Courses of the School of Social Sciences of the University of Évora." Sustainability 13, no. 4: 1828.
In Cape Verde, small family farming production suffers continuously from limited essential resources such as water and soil for a steady development. This situation is further aggravated by the lack of financial resources. We have developed a hybrid and multidimensional conceptual model for improvement of those small farming units by bringing together concepts of quality management, farmers’ satisfaction evaluation and production capabilities. The model we have built was the result of an inquiry based on Focus Group study with 15 farmers and it was carried out in 2019. We name the model as SQual4Agri and this is a step toward improvement in small family based agricultural organization, namely in productivity, responsibility sharing, communication and quality management.
Elsa Simões; Margarida Saraiva; Gottlieb Basch; António Pires; Álvaro Rosa; Elisa Chaleta. Hybrid Conceptual Model for Assessing Quality, Production and Satisfaction (SQual4Agri), in Agricultural Production Units, in Cape Verde. Sustainability 2020, 13, 37 .
AMA StyleElsa Simões, Margarida Saraiva, Gottlieb Basch, António Pires, Álvaro Rosa, Elisa Chaleta. Hybrid Conceptual Model for Assessing Quality, Production and Satisfaction (SQual4Agri), in Agricultural Production Units, in Cape Verde. Sustainability. 2020; 13 (1):37.
Chicago/Turabian StyleElsa Simões; Margarida Saraiva; Gottlieb Basch; António Pires; Álvaro Rosa; Elisa Chaleta. 2020. "Hybrid Conceptual Model for Assessing Quality, Production and Satisfaction (SQual4Agri), in Agricultural Production Units, in Cape Verde." Sustainability 13, no. 1: 37.
The purpose of the present systematic review was to examine extant research regarding the role of games used seriously in interventions with individuals with cerebral palsy. Therefore, PubMed, PsyINFO, Web of Science, Scopus, and IEEE databases were used. Search terms included: “serious games” OR “online games” OR “video games” OR “videogame” OR “game based” OR “game” AND “intervention” AND “cerebral palsy.” After the full reading and quality assessment of the papers, 16 studies met the inclusion criteria. The majority of the studies reported high levels of compliance, motivation, and engagement with game-based interventions both at home and at the clinical setting intervention. Regarding the effectiveness of the use of games, the results of the studies show both positive and negative results regarding their effectiveness. The efficacy was reported to motor function (i.e., improvements in the arm function, hand coordination, functional mobility, balance and gait function, postural control, upper-limbs function) and physical activity. Findings of this review suggest that games are used as a complement to conventional therapies and not as a substitute. Practitioners often struggle to get their patients to complete the assigned homework tasks, as patients display low motivation to engage in prescribed exercises. Data of this review indicates the use of games as tools suited to promote patients’ engagement in the therapy and potentiate therapeutic gains.
Sílvia Lopes; Paula Magalhães; Armanda Pereira; Juliana Martins; Carla Magalhães; Elisa Chaleta; Pedro Rosário. Games Used With Serious Purposes: A Systematic Review of Interventions in Patients With Cerebral Palsy. Frontiers in Psychology 2018, 9, 1712 .
AMA StyleSílvia Lopes, Paula Magalhães, Armanda Pereira, Juliana Martins, Carla Magalhães, Elisa Chaleta, Pedro Rosário. Games Used With Serious Purposes: A Systematic Review of Interventions in Patients With Cerebral Palsy. Frontiers in Psychology. 2018; 9 ():1712.
Chicago/Turabian StyleSílvia Lopes; Paula Magalhães; Armanda Pereira; Juliana Martins; Carla Magalhães; Elisa Chaleta; Pedro Rosário. 2018. "Games Used With Serious Purposes: A Systematic Review of Interventions in Patients With Cerebral Palsy." Frontiers in Psychology 9, no. : 1712.
Resumo Neste estudo, realizado com 1.014 estudantes do ensino superior português, procurou-se reanalisar o Conceptions of Learning Inventory (COLI), instrumento que avalia as concepções dos estudantes sobre o que é aprender. Recorrendo à metodologia idêntica à do estudo de adaptação para a população portuguesa os resultados indicaram uma estrutura diferente da encontrada no estudo original uma vez que não se identificaram as concepções de aprender como dever nem como processo não limitado pelo tempo ou contexto. A concepção de aprendizagem, memorizar, usar e compreender originou dois factores que passam a ser designados como recordar informação e compreender e usar e aplicar a informação. A análise tendo em conta as variáveis (instituição, área científica, ano de frequência e género) mostra-nos que existem diferenças estatisticamente significativas quando consideradas as instituições, a área científica dos cursos e o género mas não quando se considera o ano de frequência, o que vai de encontro a alguns estudos que consideraram que as concepções de aprendizagem não têm necessariamente uma hierarquia desenvolvimental.
Maria Elisa Chaleta. Concepções de aprendizagem em estudantes do ensino superior: Reanálise do COLI (Inventário de Concepções de Aprendizagem). Ensaio: Avaliação e Políticas Públicas em Educação 2018, 26, 684 -705.
AMA StyleMaria Elisa Chaleta. Concepções de aprendizagem em estudantes do ensino superior: Reanálise do COLI (Inventário de Concepções de Aprendizagem). Ensaio: Avaliação e Políticas Públicas em Educação. 2018; 26 (100):684-705.
Chicago/Turabian StyleMaria Elisa Chaleta. 2018. "Concepções de aprendizagem em estudantes do ensino superior: Reanálise do COLI (Inventário de Concepções de Aprendizagem)." Ensaio: Avaliação e Políticas Públicas em Educação 26, no. 100: 684-705.
Aims: The aim of the present study was to examine how executive functions are assessed in children and adolescents with Cerebral Palsy. Method: A systematic literature review was conducted using four bibliographic databases (WebScience, Scopus, PubMed, and Psycinfo), and only studies that evaluated at least one executive function were selected. Both the research and reporting of results were based on Cochrane's recommendations and PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) guidelines. Results: The instrument most frequently used was the D-KEFS. All studies point to the existence of impairments in the executive functions among children and adolescents with Cerebral Palsy with an impact on several cognitive and life domains. Interpretation: There is a need to further systematize the research protocols to study the executive functions and their assessment in the intervention context. Findings of this review presented a diversity of tests (e.g., D-KEFS) or tasks (e.g., The inhibitory ability task) used with children with Cerebral Palsy. However, no information was given about adaptations performed to the test/task to meet Cerebral Palsy's specificities. Future research could consider including this information, which is key both to researchers and practitioners. The results of this study have important implications and suggestions for future avenues and guidelines for research and practice.
Armanda Pereira; Silvia Lopes; Paula Magalhães; Adriana Sampaio; Elisa Chaleta; Pedro Rosário. How Executive Functions Are Evaluated in Children and Adolescents with Cerebral Palsy? A Systematic Review. Frontiers in Psychology 2018, 9, 1 .
AMA StyleArmanda Pereira, Silvia Lopes, Paula Magalhães, Adriana Sampaio, Elisa Chaleta, Pedro Rosário. How Executive Functions Are Evaluated in Children and Adolescents with Cerebral Palsy? A Systematic Review. Frontiers in Psychology. 2018; 9 ():1.
Chicago/Turabian StyleArmanda Pereira; Silvia Lopes; Paula Magalhães; Adriana Sampaio; Elisa Chaleta; Pedro Rosário. 2018. "How Executive Functions Are Evaluated in Children and Adolescents with Cerebral Palsy? A Systematic Review." Frontiers in Psychology 9, no. : 1.
Elisa Chaleta. Reflecting on the Nature of Academic Understanding. Student Learning and Academic Understanding 2018, 355 -359.
AMA StyleElisa Chaleta. Reflecting on the Nature of Academic Understanding. Student Learning and Academic Understanding. 2018; ():355-359.
Chicago/Turabian StyleElisa Chaleta. 2018. "Reflecting on the Nature of Academic Understanding." Student Learning and Academic Understanding , no. : 355-359.
Luísa Grácio; Elisa Chaleta; Graça Santos; Bravo Nico; Fátima Leal. Concepções de aprendizagem em estudantes do ensino superior português: um estudo comparativo. Actas do Congresso Internacional Orquestração das Aprendizagens no Ensino Superior 2013, 349 -353.
AMA StyleLuísa Grácio, Elisa Chaleta, Graça Santos, Bravo Nico, Fátima Leal. Concepções de aprendizagem em estudantes do ensino superior português: um estudo comparativo. Actas do Congresso Internacional Orquestração das Aprendizagens no Ensino Superior. 2013; ():349-353.
Chicago/Turabian StyleLuísa Grácio; Elisa Chaleta; Graça Santos; Bravo Nico; Fátima Leal. 2013. "Concepções de aprendizagem em estudantes do ensino superior português: um estudo comparativo." Actas do Congresso Internacional Orquestração das Aprendizagens no Ensino Superior , no. : 349-353.
Bravo Nico; Elisa Chaleta; Luísa Grácio; Margarida Saraiva; Carla Vieira; Isabel Fialho; Adelinda Candeias; Glória Ramalho. Actas da II International Conference Learning and Teaching in Higher Education/ Learning Orchestration in Higher Education. Actas da II International Conference Learning and Teaching in Higher Education/ Learning Orchestration in Higher Education 2013, 1 .
AMA StyleBravo Nico, Elisa Chaleta, Luísa Grácio, Margarida Saraiva, Carla Vieira, Isabel Fialho, Adelinda Candeias, Glória Ramalho. Actas da II International Conference Learning and Teaching in Higher Education/ Learning Orchestration in Higher Education. Actas da II International Conference Learning and Teaching in Higher Education/ Learning Orchestration in Higher Education. 2013; ():1.
Chicago/Turabian StyleBravo Nico; Elisa Chaleta; Luísa Grácio; Margarida Saraiva; Carla Vieira; Isabel Fialho; Adelinda Candeias; Glória Ramalho. 2013. "Actas da II International Conference Learning and Teaching in Higher Education/ Learning Orchestration in Higher Education." Actas da II International Conference Learning and Teaching in Higher Education/ Learning Orchestration in Higher Education , no. : 1.
Elisa Chaleta; Luísa Grácio; Adelinda Candeias; José Nico; Luís Sebastião; Graça Santos. Abordagens à Aprendizagem em Estudantes do Ensino Superior. Abordagens à Aprendizagem em Estudantes do Ensino Superior 2011, 1 .
AMA StyleElisa Chaleta, Luísa Grácio, Adelinda Candeias, José Nico, Luís Sebastião, Graça Santos. Abordagens à Aprendizagem em Estudantes do Ensino Superior. Abordagens à Aprendizagem em Estudantes do Ensino Superior. 2011; ():1.
Chicago/Turabian StyleElisa Chaleta; Luísa Grácio; Adelinda Candeias; José Nico; Luís Sebastião; Graça Santos. 2011. "Abordagens à Aprendizagem em Estudantes do Ensino Superior." Abordagens à Aprendizagem em Estudantes do Ensino Superior , no. : 1.
Elisa Chaleta; Luísa Grácio; Adelinda Candeias; Bravo Nico; Luis Sebastiao; Graça Santos. Abordagens à Aprendizagem em Estudantes do Ensino Superior. Abordagens à Aprendizagem em Estudantes do Ensino Superior 2011, 1 .
AMA StyleElisa Chaleta, Luísa Grácio, Adelinda Candeias, Bravo Nico, Luis Sebastiao, Graça Santos. Abordagens à Aprendizagem em Estudantes do Ensino Superior. Abordagens à Aprendizagem em Estudantes do Ensino Superior. 2011; ():1.
Chicago/Turabian StyleElisa Chaleta; Luísa Grácio; Adelinda Candeias; Bravo Nico; Luis Sebastiao; Graça Santos. 2011. "Abordagens à Aprendizagem em Estudantes do Ensino Superior." Abordagens à Aprendizagem em Estudantes do Ensino Superior , no. : 1.
O significado atribuído ao fenómeno "aprender " é influenciado pela inte-relação entre indivíduos, contextos e culturas. A idade do aluno, as concepções familiares e culturais e o contexto de ensino constituem-se como alguns dos aspectos que influenciam as concepções de aprendizagem dos alunos. O estudo apresentado, realizado no marco teórico fenomenográfico, está focalizado na descrição das concepções das pessoas sobre as várias facetas do fenómeno aprender. O principal objectivo centra-se no mapeamento das concepções de aprendizagem de alunos do 5.º ano de escolaridade e dos seus pais (encarregados de educação). Os dados foram obtidos através de entrevistas semi-estruturadas e tratados qualitativa e quantitativamente. Os resultados sugerem que os pais conceptualizam o aprender maioritariamente como algo processual e experiencial, enquanto os filhos o conceptualizam sobretudo desde uma perspectiva processual e instrumental. São discutidas implicações destes dados para o processo de aprendizagem. El significado atribuido al fenómeno "aprender " es influenciado por la interrelación entre individuos, contextos y culturas. La edad del alumno, las concepciones familiares y culturales y el contexto de enseñanza se constituyen como algunos de los aspectos que influencian las concepciones de aprendizaje de los alumnos. El estudio presentado, realizado en el marco teórico fenómeno gráfico, está focalizado en la descripción de las concepciones de las personas sobre las varias facetas del fenómeno aprender. El principal objetivo se centra en el "mapeamiento " de las concepciones de aprendizaje de alumnos del 5.º año de escolaridad y de sus padres (encargados de educación). Los datos fueron obtenidos a través de entrevistas semiestructuradas y tratados cualitativa y cuantitativamente. Los resultados sugieren que los padres conceptualizan el aprender mayoritariamente como algo procesual y experiencial, mientras los hijos lo conceptualizan sobretodo desde una perspectiva procesual e instrumental. Se discuten implicaciones de estos datos para el proceso de aprendizaje. People’s concept on ‘learning’ is influenced by the interrelation among individuals, contexts and cultures. The student’s age, his family and cultural conceptions and the learning context are some of the main aspects that can influence the conceptions regarding the student’s learning process. Under the framework of phenomenographic theory, this paper focus on people’s description of the learning conceptions which are present in daily life phenomena. Mapping fifth grade students and their parents’ conceptions concerning the learning process is the main goal of this study. Semi-structured interviews were used; data were treated by following qualitative and quantitative approaches. The outcomes suggest that parents use to conceptualize ‘learning' as something ‘processual and experimental' , whereas their children, the students, understand ‘learning' under a processual, but also instrumental perspective. The implications of such findings, in relation to the learning process, are also discussed in the paper
Pedro Rosário; Maria Teresa Mendes; Maria Luísa Grácio; Elisa Chaleta; José Carlos Nuñez; Julio González-Pienda; Fuensanta Hernández-Pina. Discursos de pais e alunos sobre o aprender: um estudo no 5º ano de escolaridade. Psicologia em Estudo 2006, 11, 463 -471.
AMA StylePedro Rosário, Maria Teresa Mendes, Maria Luísa Grácio, Elisa Chaleta, José Carlos Nuñez, Julio González-Pienda, Fuensanta Hernández-Pina. Discursos de pais e alunos sobre o aprender: um estudo no 5º ano de escolaridade. Psicologia em Estudo. 2006; 11 (3):463-471.
Chicago/Turabian StylePedro Rosário; Maria Teresa Mendes; Maria Luísa Grácio; Elisa Chaleta; José Carlos Nuñez; Julio González-Pienda; Fuensanta Hernández-Pina. 2006. "Discursos de pais e alunos sobre o aprender: um estudo no 5º ano de escolaridade." Psicologia em Estudo 11, no. 3: 463-471.
Urge entender o Trabalho de Casa (TPC) como processo complexo para o qual conflui um vasto leque de factores impactantes. Neste relato analisam-se as relações entre os perfis de atitudes e comportamentos diante do TPC de Inglês e o nível instrutivo dos pais, a auto-eficácia percebida nessa disciplina bem como a correlação entre tais perfis de TPC e os perfis auto-regulatórios, em face do estudo. A amostra tomada é composta de 3929 alunos. O nível instrutivo dos pais associa-se positiva e significativamente aos perfis de atitudes e comportamentos de TPC. As atitudes e comportamentos de TPC correlacionam-se, positiva e significativamente, com os perfis auto-regulatórios, diante do estudo. Alunos que se percepcionam como mais auto-eficazes registam melhores perfis de atitudes e comportamentos de TPC. Os resultados sugerem a necessidade de os diferentes parceiros do sistema educativo analisarem e promoverem activamente os processos auto-regulatórios envolvidos no ensino-aprendizagem em geral e no TPC em particular. There is a need to view homework (HW) as a process for which a vast number of obstructive factors converges. In this report the interrelations between students of English as a Foreign Language, homework attitudes and behaviors, and their parents' education and students' perceived self-efficacy in EFL are analyzed. The correlation between students' EFL homework attitudes and behaviors and students' self-regulated learning profiles are also discussed. The study involved 3929 students, from 5th to 9th grades compulsory education. The collected data evidenced the positive and significant associations between EFL students' attitudes and behaviors towards homework and the parents' education and students' perceived self-efficacy in EFL. The correlation between EFL students' attitudes and behaviors towards homework and students' self-regulated learning profiles proves to be positive and significant. Calling the attention of teachers and educators to the main role of motivational and self-regulatory aspects involved in the learning process and, particularly, in the homework process, is the ultimate feature of the present article
Pedro Rosário; Rosa Mourão; Serafim Soares; Elisa Chaleta; Luísa Grácio; Fátima Simões; José Carlos Nuñez; Julio A. González-Pienda. Trabalho de casa, tarefas escolares, auto-regulação e envolvimento parental. Psicologia em Estudo 2005, 10, 343 -351.
AMA StylePedro Rosário, Rosa Mourão, Serafim Soares, Elisa Chaleta, Luísa Grácio, Fátima Simões, José Carlos Nuñez, Julio A. González-Pienda. Trabalho de casa, tarefas escolares, auto-regulação e envolvimento parental. Psicologia em Estudo. 2005; 10 (3):343-351.
Chicago/Turabian StylePedro Rosário; Rosa Mourão; Serafim Soares; Elisa Chaleta; Luísa Grácio; Fátima Simões; José Carlos Nuñez; Julio A. González-Pienda. 2005. "Trabalho de casa, tarefas escolares, auto-regulação e envolvimento parental." Psicologia em Estudo 10, no. 3: 343-351.