Browsing by Author "Leal, Teresa"
Now showing 1 - 4 of 4
Results Per Page
Sort Options
- Fatores de risco: A multiplicidade das variáveis contextuais no desenvolvimento das criançasPublication . Cadima, Joana; Peixoto, Carla; Leal, Teresa
- Observação das interações educador-criança: Escala de interação do prestador de cuidadosPublication . Cadima, Joana; Leal, Teresa; Peixoto, CarlaA Escala de Interacção do Prestador de Cuidados, na sua versão original, Caregiver Interaction Scale (CIS), é um sistema de observação que pretende avaliar a qualidade e o conteúdo das interacções, em termos da sensibilidade, aspereza e permissividade dos prestadores de cuidados. Com o intuito de apresentar esta escala e algumas qualidades métricas para o contexto português, realizámos um conjunto de análises com base numa amostra de 115 salas do 1.º ano de escolaridade. Os resultados mostram que a escala é um instrumento útil para recolher informação acerca dos processos interactivos dos educadores e professores. Os resultados revelaram ainda que os professores observados tendem a estabelecer interacções moderadamente positivas e com um elevado grau de envolvimento
- Observed classroom quality in first grade: associations with teacher, classroom, and school characteristicsPublication . Cadima, Joana; Peixoto, Carla; Leal, TeresaThe observation and assessment of quality of teacher–child interactions in elementary school settings are increasingly recognized as important; however, research is still very limited in European countries. In this study, we examined the quality of the interactions between teacher and children in first-grade classrooms in Portugal and the extent to which structural features at teacher-,classroom-, and school-level explained variation in this quality. One hundred fifteen classrooms participated in the study. Classrooms were observed through a standardized rating scale concerning emotional, organizational, and instructional support. Results indicated that the levels of emotional and organizational support in most classrooms were of moderate quality, but the levels of instructional support were low, suggesting that most observed activities did not encourage students’ higher-order thinking skills. An examination of the associations between teacher and classroom characteristics and the quality of teacher–child interactions indicated a small effect for teacher education. Teachers with an advanced degree were more likely to be more emotionally sensitive and to have better instructional interactions in the classroom. For school-level characteristics, findings showed that the classrooms in private and smaller schools were likely to provide higher levels of emotional, organizational, and instructional quality. The results suggest that focusing on the interactions between teacher and children can provide valuable information to enhance classroom quality.
- Qualidade em educação pré-escolarPublication . Leal, Teresa; Gamelas, Ana Madalena; Abreu-Lima, Isabel; Cadima, Joana; Peixoto, Carla