7 documents found, page 1 of 1
The Georgia School Personnel Survey of school climate: validity evidence from a...
Mendes, Sofia Abreu; Sinval, Jorge; Cadime, Irene; Rodrigues, Bruna; Inman, Richard; Neves‐McCain, Jesslynn Rocha; La Salle‐Finley, Tamika PatriceThis study focuses on the adaptation of the Georgia School Personnel Survey (GSPS) to assess perceptions of school climate among Portuguese educational professionals, including teachers and support staff. Data from two samples (n1 = 1965; n2 = 2884) were analysed in the study. Through confirmatory factor analysis, the survey's structure was validated, revealing a second-order factor composed of six first-order ...
The Georgia School Personnel Survey of school climate: validity evidence from a...
Mendes, Sofia Abreu; Sinval, Jorge; Cadime, Irene Maria Dias; Rodrigues, Bruna; Inman, Richard; Neves‐McCain, Jesslynn RochaThis study focuses on the adaptation of the Georgia School Personnel Survey (GSPS) to assess perceptions of school climate among Portuguese educational professionals, including teachers and support staff. Data from two samples (n1 = 1965; n2 = 2884) were analysed in the study. Through confirmatory factor analysis, the survey's structure was validated, revealing a second-order factor composed of six first-order ...
Assessment of math abilities before school entry: a tool development
Cruz, Joana; Alves, Diana; Carvalho, Marisa; Mendes, Sofia Abreu; Rodrigues, Bruna; Cadime, IreneThe years preceding school entry are pivotal for children to develop fundamental skills that bolster their learning in literacy and math in the following years. Skills like counting and subitizing stand as key predictors of future math abilities. Hence, the availability of universal screening tools is vital to promptly identify children who are lacking in these skills, allowing for tailored classroom practices ...
Assessment of math abilities before school entry: a tool development
Cruz, Joana; Alves, Diana; Carvalho, Marisa; Mendes, Sofia Abreu; Rodrigues, Bruna; Cadime, Irene Maria DiasIntroduction: The years preceding school entry are pivotal for children to develop fundamental skills that bolster their learning in literacy and math in the following years. Skills like counting and subitizing stand as key predictors of future math abilities. Hence, the availability of universal screening tools is vital to promptly identify children who are lacking in these skills, allowing for tailored classr...
The Me and the Us of Emotions: a cluster-randomized controlled trial of the fea...
Xavier, Ana; Vagos, Paula; Palmeira, Lara; Menezes, Paulo; Patrão, Bruno; Mendes, Sofia Abreu; Tavares, MartaThere are well-established benefits of social and emotional learning (SEL) programs for children within educational contexts. Combining social-emotional skills and compassion abilities has been seldomly done, and it may be valuable at individual and societal levels, for resilient, empathetic, and inclusive societies. This study explored the feasibility and efficacy of a program designed to promote socioemotiona...
Remote teaching practices and learning support during COVID-19 lockdowns in Por...
Alves, Diana; Marques, Sofia; Cruz, Joana; Mendes, Sofia Abreu; Cadime, Irene Maria DiasThe COVID-19 pandemic challenged countries, regions, schools, and individuals. School closures due to lockdowns forced changes in the teaching practices and the learning support provided to children at home. This study aimed to provide insights on the changes between the first and the second lockdowns in Portugal, concerning remote teaching practices and family support to children's education. A self-report que...
Face-to-Face Versus Remote: Effects of an Intervention in Reading Fluency Durin...
Cruz, Joana; Mendes, Sofia Abreu; Marques, Sofia; Alves, Diana; Cadime, Irene Maria DiasFluency is a central skill for successful reading. Research has provided evidence that systematic reading fluency interventions can be effective. However, research is scarce on the effects of interventions delivered remotely versus face-to-face. This study investigated the efficacy of a systematic and standardized intervention for promoting reading fluency in third-grade students (N = 207) during the COVID-19 p...