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Scientific Publications

Article in International Journals (indexed WoS and/or SCOPUS)

2024

  • Cardoso, S. (2024). The transformation of doctoral education: responding to the needs and expectations of society and candidates. Teaching in Higher Education, 1–11. https://doi.org/10.1080/13562517.2024.2306255
  • Cardoso, S., Amaral, A., & Carvalho, T. (2024). The changing concept of doctoral education: an insight from Portuguese universities. Journal of Further and Higher Education, 48(2), 255–268. https://doi.org/10.1080/0309877X.2024.2302035
  • Carita, A. & Teodoro, V. D. (2024). O PISA na opinião publicada no jornal Público. Enquadramentos e significados. In A. Teodoro (Coord.), Uma história de sucesso? Portugal e o PISA (2000-2018). Edições Universitárias Lusófonas.

2023

  • Aguiar, J., de Santis, L., & Sin, C. (2023). International student mobility in Psychology: An analysis of Brazilian students in Portuguese higher education. Trends in Psychology, 31, 582–600. https://doi.org/10.1007/s43076-023-00270-2
  • Aguiar, J., Sin, C., & Tavares, O. (2023). International students’ experience of remote teaching and learning in Portugal. Open Education Studies, 5(1), 20220190. https://doi.org/10.1515/edu-2022-0190
  • Bernardo, L. M., Bart, D., & Lopo, T. T. (Eds.). (2023). Discursos institucionais de autoridade sobre a escola e os sistemas educativos: Circulação e (re)produção de sentidos na investigação em educação [Dossiê Temático, 120 páginas]. Revista Lusófona de Educação, 59(59).
  • Bernardo, L., Bart, D., & Lopo, T. T. (2023). Nota introdutória. Revista Lusófona de educação, 59(59) 91–99. https://doi.org/10.24140/issn.1645-7250.rle59.06
  • Fluckiger, C., Bernardo, L., Bart, D., & Lopo, T. T. (2023). Recherche en éducation et discours institutionnels sur l'École : débats et approches critiques. Revista Lusófona de Educação, 59(59), 215-231. doi: 10.24140/issn.1645-7250.rle59.13.
  • Jecu, M., Belchior, M., & Gonçalves, R. (2023). MUHNAC: 'Artistas, Património e o Museu' Estudo do Caso: Ação Educativa com crianças. Cadernos De Sociomuseologia, 65(21), 43-54. https://doi.org/10.36572/csm.2023.vol.65.04
  • Mascarenhas, D., Maia, J. S., Rosa, & Teodoro, V. (2023). Estudo Correlacional entre os resultados globais dos domínios do PISA 2018 e os indicadores do TALIS 2018. Revista Lusófona de Educação, 56, 179-197. https://doi.org/10.24140/issn.1645-7250.rle56.edit
  • Matos, J. F., Freitas, A., Estrela, E., Galego, C., & Piedade, J. (2023). Teaching research methods courses in education: Towards a research-based culture. Social Sciences (Basel, Switzerland), 12(6), 338. https://doi.org/10.3390/socsci12060338
  • Matos, J. F., Piedade, J., Freitas, A., Pedro, N., Dorotea, N., Pedro, A., & Galego, C. (2023). Teaching and learning research methodologies in education: A systematic literature review. Education Sciences, 13(2), 173. https://doi.org/10.3390/educsci13020173
  • Seeber, M., Klemenčič, M., Meoli, M., & Sin, C. (2023). Publishing review reports to reveal and preserve the quality and fairness of the peer review process. European Journal of Higher Education, 13(2), 121–125. https://doi.org/10.1080/21568235.2023.2192549
  • Simon, S., Vieira, I., & Jecu, M. (2023). Multi-level education for sustainability through global citizenship, territorial education and art forms. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1129824
  • Sin, C., Tavares, O., & Aguiar, J. (2023). COVID-19: Threat or opportunity for the Portuguese higher education’s attractiveness for international students? Journal of Studies in International Education, 27(1), 21–38. https://doi.org/10.1177/10283153221121396
  • Sin, C., & Tavares, O. (2023). The model of state control. In A. Amaral & A. Magalhães (Eds.), Handbook on Higher Education Management and Governance (pp. 59-70). Edward Elgar Publishing. https://www.e-elgar.com/shop/gbp/handbook-on-higher-education-management-and-governance-9781800888067.html
  • Tavares, O., Sin, C., Sá, C., Pereira, F., & Amaral, A. (2023). Graduate employment: Does the type of higher education institution matter? Bulletin of Economic Research, 75(4), 1140-1156. https://doi.org/10.1111/boer.12400
  • Vale, A., Martins, A., & Coimbra, N. (2023). The experience of remote teaching in higher education: A scenario of challenges and opportunities. Journal of Higher Education Theory and Practice, 23(2). https://doi.org/10.33423/jhetp.v23i2.5805
  • Thomas Dotta, L., & Lopes, A. (2023). Identities of teacher educators in higher education: A literature review. Revista colombiana de educación, 88, 35–56. https://doi.org/10.17227/rce.num88-13338

2022

  • Adot, E., Akhmedova, A., Alvelos, H., Barbosa-Pereira, S., Berbegal-Mirabent, J., Cardoso, S., Domingues, P., Franceschini, F., Gil-Doménech, D., Machado, R., Maisano, D. A., Marimon, F., Mas-Machuca, M., Mastrogiacomo, L., Melo, A. I., Miguéis, V., Rosa, M. J., Sampaio, P., Torrents, D., & Xambre, A. R. (2023). SMART-QUAL: a dashboard for quality measurement in higher education institutions. International Journal of Quality & Reliability Management, 40(6), 1518–1539. https://doi.org/10.1108/ijqrm-06-2022-0167
  • Baptista, J. Sin, C., & Tavares, O. (2022). Data and reflections on access-transition to higher education in Portugal. In O. Tavares, C. Sá, C. Sin & A. Amaral (Eds.) Equity Policies in Global Higher Education. Reducing Inequality and Increasing Participation and Attainment, pp. 143-169. Palgrave/Springer Nature.
  • Bartalesi-Graf, D., Agonács, N., Matos, J. F., & O’Steen, D. (2022). Insight into learners’ experience in LMOOCs. Computer Assisted Language Learning, 1–26. https://doi.org/10.1080/09588221.2022.2082484
  • Bertolin, J., Tavares, O., & Sin, C. (2022). Towards a democratic and fair society: Civic competences of Brazilian graduates. Education, Citizenship and Social Justice, 174619792211311. https://doi.org/10.1177/17461979221131148
  • Cardoso, S., Carvalho, T., Rosa, M. J., & Soares, D. (2022). Gender (im)balance in the pool of graduate talent: the portuguese case. Tertiary Education and Management, 28(2), 155–170. https://doi.org/10.1007/s11233-022-09093-9
  • Cardoso, S., Rosa, M. J., & Amaral, A. (2022). Researching higher education in Portugal. European Journal of Higher Education, 1–24. https://doi.org/10.1080/21568235.2022.2125887
  • Carita, A., Lopo, T. T., & Teodoro, V. D. (2022). PISA in the media discourse: Prominence, tone, voices and meanings. Em A. Teodoro (Ed.), Critical perspectives on PISA as a means of global governance (pp. 142–168). Routledge.
  • Cavadas, B., & Correia, M. (2022). Students’ perceptions of an innovative learning environment in higher education: an exploratory analysis. Cuadernos de Psicología del Deporte, 22(2), 1-14. https://revistas.um.es/cpd/article/view/468741/322731
  • Cavadas, B., Rézio, S., Nogueira, J. R., & Branco, N. (2022). A framework and a research design proposal to identify preservice teachers’ integration performance of science and mathematics. Canadian Journal of Science Mathematics and Technology Education, 22(1), 101–129. https://doi.org/10.1007/s42330-022-00198-2
  • Cordeiro, C. D., & Teodoro, V. D. (2022). How PISA is present in the scientific production: A bibliometric review. Em Critical Perspectives on PISA as a Means of Global Governance: Risks, Limitations, and Humanistic Alternatives (pp. 25–47).
  • Costa, E., & Costa, I. (2022). O Professor como Educador para a Convivência: Contributos da Formação em Mediação. Cadernos de Educação Tecnologia e Sociedade, 5(1), 164–173. https://doi.org/10.14571/brajets.v15.n1.164-173
  • Costa, M. C., Domingos, A. M. D., Teodoro, V. D., & Vinhas, É. M. R. G. (2022). Teacher professional development in STEM education: An integrated approach with real-world scenarios in Portugal. Mathematics, 10(21), 3944. https://doi.org/10.3390/math10213944
  • Diogo, S., Gonçalves, A., Cardoso, S., & Carvalho, T. (2022). Tales of doctoral students: Motivations and expectations on the route to the unknown. Education Sciences, 12(4), 286. https://doi.org/10.3390/educsci12040286
  • Estrela, E., Rosa, V., & Teodoro, V. D. (2022). Nota Introdutória. Revista Lusofona de Educacao, 2022(56), 41–44.
  • Fonseca, M., Lusófona, U., Gonçalves, M., Franco, D., Quinta, J., Santo, E., Lusófona, U., Lusófona, U., Lusófona, U., & Lusófona, U. (2023). Recensão. Revista lusófona de educação, 57, 161–166. https://doi.org/10.24140/issn.1645-7250.rle57.12
  • Freires, T., Santos, S., & Cardoso, S. (2022). Educação doutoral em Portugal: Mapeamento do cenário. Revista portuguesa de educação, 35(1), 264–286. https://doi.org/10.21814/rpe.22610
  • Galindo, E., Candeias, A. A., Lipowska, M., Sousa, O. C. de, & Stueck, M. (2022). Editorial: School achievement and failure: Prevention and intervention strategies. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.838057
  • Guilherme, M., & Teodoro, A. (2022). European and Latin American researchers between mirrors. The internationalization of higher education for social cohesion and equity (M. Guilherme, Ed.).
  • Horta, H., Tavares, O., Amaral, A., & Sin, C. (2022). New perspectives and analytical approaches to better understand academic inbreeding. Higher Education Quarterly, 76(1), 3–7. https://doi.org/10.1111/hequ.12375
  • Lopo, T. T., & Borges, L. (2022). A tomada de decisão política sobre a participação no PISA: Portugal à procura de uma pertença global. Revista Lusófona de Educação, 56(56), 97-109. doi: 10.24140/issn.1645-7250.rle56.07
  • Maia, J. S., Rosa, V., Mascarenhas, D., & Teodoro, V. D. (2022). Comparative indices of the education quality from the opinions of teachers and principals in TALIS 2018. Cogent Education, 9(1). https://doi.org/10.1080/2331186x.2022.2153418
  • Patatas, T., & Teodoro, A. (2022). Teaching national languages as an instrument of inclusion and unity in Angola. In Comparative Education for Global Citizenship, Peace and Shared Living through uBuntu (pp. 153–168). BRILL. https://doi.org/10.1163/9789004518827_010
  • Pereira, F., Lopes, A., & Thomas Dotta, L. T. (2022). Saberes e identidades profissionais em formação de professores com mais de 50 anos em novas tecnologias digitais. Revista portuguesa de educação, 35(1), 449–470. https://doi.org/10.21814/rpe.22309
  • Primo, J., & Soto, M. (2022). Pelos Caminhos da Museologia e da Educação: sociomuseologia, cidadania e diversidade cultural. Cadernos De Sociomuseologia, 63(19), 09-20. https://doi.org/10.36572/csm.2022.vol.63.01
  • Rézio, S., Andrade, M. P., & Teodoro, M. F. (2022). Problem-based learning and applied mathematics. Mathematics, 10(16), 2862. https://doi.org/10.3390/math10162862
  • Rosa, V. (2022). Large-scale international assessment: Portugal’s participation in TIMSS, PIRLS and ICILS. In A. Teodoro (Ed.), Critical Perspectives on PISA as a Means of Global Governance. Risks, Limitations, and Humanistics Alternatives (pp. 126-141). Routledge Research on Education Policy & Politics. https://www.routledge.com/Critical-Perspectives-on-PISA-as-a-Means-of-Global-Governance-Risks-Limitations/Teodoro/p/book/9781032185774
  • Rosa, V., & Araújo, A. (2022). OECD and Education: How PISA is becoming a ‘Big Science’ project. In A. Teodoro (Ed.), Critical Perspectives on PISA as a Means of Global Governance. Risks, Limitations, and Humanistics Alternatives (pp. 170-179). Routledge Research on Education Policy & Politics. https://www.routledge.com/Critical-Perspectives-on-PISA-as-a-Means-of-Global-Governance-Risks-Limitations/Teodoro/p/book/9781032185774 ).
  • Sá, C., Tavares, O. & Sin, C. (2022). Who is left out? Inequalities in higher education admissions and placements in Portugal. In O. Tavares, C. Sá, C. Sin & A. Amaral (Eds.) Equity Policies in Global Higher Education. Reducing Inequality and Increasing Participation and Attainment, pp. 171-193. Palgrave/Springer Nature. https://doi.org/10.1007/978-3-030-69691-7_8
  • Simon, S. (2022). The ‘covid-trigger’: New Light on urban agriculture and systemic approach to urbanism to co-create a sustainable Lisbon. Systemic Practice and Action Research, 36(1), 87–109. https://doi.org/10.1007/s11213-022-09598-9
  • Sin, C., Tavares, O., Aguiar, J., & Amaral, A. (2022). More students and more diverse: new trends in international mobility to Portugal. Tertiary Education and Management, 28(2), 135–153. https://doi.org/10.1007/s11233-022-09090-y
  • Sin, C., Tavares, O., Aguiar, J., Biscaia, R., & Amaral, A. (2022). International students in Portuguese higher education: who are they and what are their choices? Studies in Higher Education, 47(7), 1488–1501. https://doi.org/10.1080/03075079.2021.1916907
  • Tavares, O., Sin, C. & Sá, C. (2022). Conclusion: Learning from the past to shape future policies towards equity in higher education. In O. Tavares, C. Sá, C. Sin & A. Amaral (Eds.) Equity Policies in Global Higher Education. Reducing Inequality and Increasing Participation and Attainment (pp. 221-238). Palgrave/Springer Nature. https://doi.org/10.1007/978-3-030-69691-7_10
  • Tavares, O. Sá, C. Sin, C. and Amaral, A. (Eds.) (2022). Equity Policies in Global Higher Education: Reducing Inequality and Increasing Participation and Attainment. Springer/Palgrave MacMillan. https://doi.org/10.1007/978-3-030-69691-7
  • Tavares, O., & Sin, C. (2022). Institutional accreditation across Europe: Do assessment criteria mirror higher education’s missions? In EDULEARN22 Proceedings 2022 (pp. 8776-8780). IATED. doi: 10.21125/edulearn.2022.2100
  • Tavares, O., Sin, C., Sá, C., Bugla, S., & Amaral, A. (2022). Inbreeding and research collaborations in Portuguese higher education. Higher Education Quarterly, 76(1), 102–115. https://doi.org/10.1111/hequ.12301
  • Teodoro, A. (2022). Conclusion. Limitations and risks of an OECD global governance project. Em A. Teodoro (Ed.), Critical Perspectives on PISA as a Means of Global Governance. Risks, Limitations, and Humanistic Alternatives (pp. 180–197). Routledge. ISBN 9781003255215
  • Teodoro, A. (2022b). Introduction. In A. Teodoro (Ed.), Critical Perspectives on PISA as a Means of Global Governance. Risks, Limitations, and Humanistic Alternatives (pp. 1–10). Routledge. ISBN 9781003255215
  • Teodoro, A. (2022). O PISA e as limitações e riscos de um programa de governação global da OCDE. Revista Lusófona de Educação 56(56), 45–64. https://doi.org/10.24140/issn.1645-7250.rle56.04
  • Teodoro, V., Rosa, V., Sampaio Maia, J., & Mascarenhas, D. (2022). Testing PISA tests: a study about how secondary and college students answer PISA items in mathematics and science. In A. Teodoro (Ed.), Critical Perspectives on PISA as a Means of Global Governance. Risks, Limitations, and Humanistics Alternatives (pp. 104–125). ISBN 9781003255215 https://www.routledge.com/Critical-Perspectives-on-PISA-as-a-Means-of-Global-Governance-Risks-Limitations/Teodoro/p/book/9781032185774 )

2021

  • Brás, J. G. V. (2021). For an epistemic decolonisation of education from the ubuntu philosophy. Pedagogy Culture and Society 32(1), 61-76. https://doi.org/10.1080/14681366.2021.2011386
  • Brás, J. V., & Gonçalves, M. N. (2021). Co-creative epiphany of citizenship and health in the 1820 Liberal Revolution in Portugal. Paedagogica Historica, 59 ,n.5, 723-742 https://doi.org/10.1080/00309230.2021.1965631
  • Cardoso, S., Santos, S., Diogo, S., Soares, D., & Carvalho, T. (2022). The transformation of doctoral education: a systematic literature review. Higher Education, 84(4), 885–908. https://doi.org/10.1007/s10734-021-00805-5
  • Carita, A., & Teodoro, V. D. (2021). A indisciplina escolar na imprensa: O jornal Público entre 2011 e 2015. Education policy analysis archives(29), (August - December), 174. https://doi.org/10.14507/epaa.29.4586
  • Carvalho, T., Cardoso, S., Diogo, S., Sin, C., & Videira, P. (2021). Institutional policies to attract international academics in Portugal in an adverse context. In The Changing Academy – The Changing Academic Profession in International Comparative Perspective (pp. 153–169). Springer Singapore. https://doi.org/10.1007/978-981-33-4980-3_10
  • Carvalho, T., Cardoso, S., Marques, J. (2021) Who is who? Publication profiles of Portuguese academics. In EDULEARN21 Proceedings. 13th International Conference on Education and New Learning Technologies – EDULEARN, (pp. 2980-2989), Online Conference. doi: 10.21125/edulearn.2021.0635
  • Cavadas, B. (2021). Plate tectonics in Portuguese and Spanish science textbooks: from the 1960s to the 1980s. Earth Sciences History: Journal of the History of the Earth Sciences Society, 40(2), 538–565. https://doi.org/10.17704/1944-6187-40.2.538
  • Cavadas, B., & Aboim, S. (2021). Using PhET™ interactive simulation plate tectonics for initial teacher education. Geoscience Communication, 4(1), 43–56. https://doi.org/10.5194/gc-4-43-2021
  • Craveiro, C., Pinheiro, A., Medeiros, P., & Silva, B. (2022). Retratos da planificação educativa em escolinhas comunitárias de Moçambique. Revista Lusófona de Educação, 54, 103–118. https://doi.org/10.24140/issn.1645-7250.rle54.07
  • Cunha, C., & Dantas, L. (2021). Que educação para quais futuros? Entrecruzamento de olhares a partir da casa global. Revista Lusófona de Educação, 52, 51–70. https://doi.org/10.24140/issn.1645-7250.rle52.04v
  • Galego, C., Dantas, L., Koppe, B., Brás, J., & Almeida, E. (2021). Promoting skills through mother language teaching: A comparative curricular analysis of skills development models in secondary school in six countries. In EDULEARN21 Proceedings. 13th International Conference on Education and New Learning Technologies – EDULEARN doi: 10.21125/edulearn.2021.2519
  • Gonçalves, M. N., & Brás, J. V. (2021). Recensão crítica da obra Construire la paix par l’éducation: réseaux et mouvements internationaux au xxe siècle. Genève au cœur d’une utopie. Revista Lusófona de Educação, 53, 195–197. https://doi.org/10.24140/issn.1645-7250.rle53.11
  • Kuschmierz, P., Beniermann, A., Bergmann, A., Pinxten, R., Aivelo, T., Berniak-Woźny, J., Bohlin, G., Bugallo-Rodriguez, A., Cardia, P., Cavadas, B. F. B. P., Cebesoy, U. B., Cvetković, D. D., Demarsy, E., Đorđević, M. S., Drobniak, S. M., Dubchak, L., Dvořáková, R. M., Fančovičová, J., Fortin, C., … Graf, D. (2021). European first-year university students accept evolution but lack substantial knowledge about it: a standardized European cross-country assessment. Evolution, 14(1), 1–22. https://doi.org/10.1186/s12052-021-00158-8
  • Lopo, T. T. (2021). The political decision on Portugal’s entry into PISA: A research note. Policy Futures in Education, 19(6), 723–729. https://doi.org/10.1177/1478210320971537
  • Luz, F., Fonseca, M. M., & Franco, D. (2022). Impactos do ensino remoto no ensino superior privado em Portugal: competências socioemocionais e digitais. Revista lusófona de educação, 54, 49–64. https://doi.org/10.24140/issn.1645-7250.rle54.03
  • Martins, E. C. (2021). A Pedagogia do Encontro como uma pedagogia de baixa densidade: contextos (sócio) educativos e relacionais. Revista Lusófona de Educação, 52, 13–27. doi: 10.24140
  • Primo, J., Baptista, J., & Boita, T. (2021). Editorial. Cadernos De Sociomuseologia, 61(17), 1-4. https://doi.org/10.36572/csm.2021.vol.61.11
  • Sanches, I. (2022). A Política nacional de educação especial para a inclusão escolar em Angola: perceções dos implicados no processo. Revista lusófona de educação, 54, 119–135. https://doi.org/10.24140/issn.1645-7250.rle54.08
  • Sanches, I., & Jacinto, M. (2021). O Educador Social no século XXI: perceções dos recém-licenciados de uma Universidade privada portuguesa. Revista Lusófona de Educação, 51, 75–90. doi: 10.24140/issn.1645-7250.rle51.05
  • Sá-Pinto, X., Realdon, G., Torkar, G., Sousa, B., Georgiou, M., Jeffries, A., Korfiatis, K., Paolucci, S., Pessoa, P., Rocha, J., Stasinakis, P. K., Cavadas, B., Crottini, A., Gnidovec, T., Nogueira, T., Papadopoulou, P., Piccoli, C., Barstad, J., Dufour, H. D., … Mavrikaki, E. (2021). Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE). Evolution, 14(1). https://doi.org/10.1186/s12052-021-00142-2
  • Simao, M., Biléssimo, A., & Pamio Luiz, N. (2021). The place of intangible cultural heritage in educational processes. The international journal of the inclusive museum, 15(1), 135–143. https://doi.org/10.18848/1835-2014/cgp/v15i01/135-143
  • Sin, C., Antonowicz, D., & Wiers-Jenssen, J. (2021). Attracting international students to semi-peripheral countries: A comparative study of Norway, Poland and Portugal. Higher Education Policy, 34(1), 297–320. https://doi.org/10.1057/s41307-019-00135-3
  • Sin, C., Soares, D., & Tavares, O. (2021). Coursework in industrial doctorates: a worthwhile contribution to students’ training? Higher Education Research & Development, 40(6), 1298–1312. https://doi.org/10.1080/07294360.2020.1807918
  • Smaniotto Costa, C., Menezes, M., Ivanova-Radovanova, P., Ruchinskaya, T., Lalenis, K., & Bocci, M. (2021). Planning perspectives and approaches for activating Underground Built Heritage. Sustainability, 13(18), 10349. https://doi.org/10.3390/su131810349
  • Teodoro, A., & Lopo, T. T. (2021). The OECD again: legitimization of a new vocationalism in the educational policies in Portugal (1979–1993). Paedagogica Historica, 1–14. https://doi.org/10.1080/00309230.2021.1941143
  • Thomas Dotta, L. T., & Lopes, A. (2021). O ciclo de vida dos professores e a extensão da idade da reforma: Perspetivas de estudo a partir de uma revisão de literatura. Revista portuguesa de educação, 34(2), 86–106. https://doi.org/10.21814/rpe.18926

2020

  • Agonács, N., Matos, J. F., Bartalesi-Graf, D., & O’Steen, D. N. (2020). Are you ready? Self-determined learning readiness of language MOOC learners. Education and Information Technologies, 25(2), 1161–1179. https://doi.org/10.1007/s10639-019-10017-1
  • Cardoso, S., Rosa, M. J., & Miguéis, V. (2020). Quality assurance of doctoral education: Current trends and future developments. Em Structural and Institutional Transformations in Doctoral Education (pp. 105–139). Springer International Publishing. https://doi.org/10.1007/978-3-030-38046-5_5
  • Carvalho, T., & Cardoso, S. (2020). Conclusion: The transformations in doctoral education: a comprehensive and critical approach. Em S. Cardoso, O. Tavares, C. Sin, & T. Carvalho (Eds.), Structural and Institutional Transformations in Doctoral Education: Social, Political and Student Expectations (pp. 374–389). Palgrave Macmillan.https://doi.org/10.1007/978-3-030-38046-5_5
  • Dantas, L. (2020). Impacts of artificial intelligence on education: A critical analysis. INTED Proceedings. 10.21125/inted.2020.2310
  • Dantas, L., Estrela, E., Calvet R., M., Gonçalves, M., Sousa, Ó., Franco, D., Brás, J., & Koppe, B. (2020). How can new technologies and artificial intelligence collaborate with education? Knowledge and recommendations from Eu students and teachers. ICERI Proceedings.
  • Dantas, L., Sousa, Ó., Gonçalves, M., Calvet Ricardo, M., Franco, D., Brás, J., Estrela, E., & Koppe, B. (2020). When technology meets pedagogy. An Erasmus+ project proposal to create an interdisciplinary higher education model. ICERI Proceedings. 10.21125/iceri.2020.1816
  • Dotta, L. T., Leite, C., & Lopes, A. (2021). Entering higher education after 30: What can be learned from biographical narratives of non-traditional students. Studia paedagogica, 25(4), 115. https://doi.org/10.5817/SP2020-4-6
  • Freires, T., Santos, S., Cardoso, S. (2020). Doctoral Education in Portugal: Mapping the Landscape. ICERI 2020 Proceedings (pp. 3238-3246). 13th annual International Conference of Education, Research and Innovation – ICERI, 9 & 10 November 2020. IATED Academy. https://doi.org/10.21125/iceri.2020.0739
  • Freitas, A. P., & F. Nogueira, P. (2020). Controversies of expressive arts education in Portugal: Insights from policies and practices. Knowledge Cultures, 8(1), 77. https://doi.org/10.22381/kc8120206
  • Freitas, A., Pereira, F., & Nogueira, P. (2020). Reconceptualizing expressive arts education in Portugal through a biographical narrative approach. Education Sciences, 10(12), 388. https://doi.org/10.3390/educsci10120388
  • Gonçalves, M. N., & Brás, J. V. (2020). As (re)configurações da educação: a dimensão socioeducativa. Revista Lusófona de Educação, 48, 43–57. https://doi.org/10.24140/ issn.1645-7250.rle48.03
  • Gonçalves, Maria Neves, Brás, J., & Dantas, L. (2021). Recensão crítica da obra La educación social en los extremos: justicia social y paradojas de la práctica. Revista Lusófona de Educação, 50, 179–183. https://doi.org/10.24140/issn.1645-7250.rle50.12
  • Martins, A. de O., Coimbra, M. N., Sa, S. O., & Oliveira, J. A. (2020). A Marca (In)Visível do Género na Família: Perceções de Jovens Estudantes. Fronteiras Journal of Social Technological and Environmental Science, 9(3), 341–354. https://doi.org/10.21664/2238-8869.2020v9i3.p341-354
  • Martins, E. C. (2021). Os espaços socioeducativos da escola e a reconfiguração da pedagogia (educação) social na intervenção escolar. Revista Lusófona de Educação, 49, 41–55. https://doi.org/10.24140/issn.1645-7250.rle49.03
  • Monteiro, A., Mouraz, A., & Thomas Dotta, L. (2020). Veteran teachers and digital technologies: myths, beliefs and professional development. Teachers and Teaching, 26(7–8), 577–587. https://doi.org/10.1080/13540602.2021.1900809
  • Piedade, J., Dorotea, N., Pedro, A., & Matos, J. F. (2020). On teaching programming fundamentals and computational thinking with educational robotics: A didactic experience with pre-service teachers. Education Sciences, 10(9), 214. https://doi.org/10.3390/educsci10090214
  • Pinto da Costa, E. & Sá, S. (2020). Conflict Mediation at School: Literature Review with webQDA®. In J. Kacprzyk (Ed.) Advances in Intelligent Systems and Computing Volume 1068, 4th World Conference on Qualitative Research, WCQR 2019 (pp. 114-123), Porto, https://doi.org/10.1007/978-3-030-31787-4_9
  • Prates, U., & Matos, J. F. (2020). A Educação Matemática e a Educação a Distância: uma revisão sistemática da literatura. Bolema Boletim de Educação Matemática, 34(67), 522–543. https://doi.org/10.1590/1980-4415v34n67a09
  • Rosa, V. A., Maia, J. S., Mascarenhas, D., & Teodoro, A. (2020). PISA, TIMSS e PIRLS em Portugal: Uma análise comparativa: PISA, TIMSS and PIRLS in Portugal: A comparative analysis. Revista portuguesa de educação, 33(1), 94–120. https://doi.org/10.21814/rpe.18380
  • Cardoso, S., Tavares, O., Sin, C. and Carvalho, T. (Eds.) (2020). Structural and Institutional Transformations in Doctoral Education: Social, Political and Student Expectations. Issues in Higher Education. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-38046-5
  • Smaniotto C., C., Batista, J. S., Almeida, I., & Menezes, M. (2020). Exploring teenagers’ spatial practices and needs in light of new communication technologies. Cities (London, England), 98(102574), 102574. https://doi.org/10.1016/j.cities.2019.102574
  • Tavares, O., Sin, C., & Soares, D. (2020). Building bridges between industry and academia: What is the profile of an industrial doctorate student? In.: Structural and Institutional Transformations in Doctoral Education (pp. 347–373). Springer International Publishing. https://doi.org/10.1007/978-3-030-38046-5_12
  • Tavares, O., Soares, D., & Sin, C. (2020). Industry–university collaboration in industrial doctorates: A trouble-free marriage?. Industry and Higher Education, 34(5), 312–320. https://doi.org/10.1177/0950422219900155

2019

  • Agonács, N., & Matos, J. F. (2019). Heutagogy and self-determined learning: a review of the published literature on the application and implementation of the theory. Open Learning The Journal of Open Distance and E-Learning, 34(3), 223–240. https://doi.org/10.1080/02680513.2018.1562329
  • Agonács, N., & Matos, J. F. (2019). Understanding language MOOC learners: The issue of capability development. International Journal of Emerging Technologies in Learning (iJET), 14(11), 123. https://doi.org/10.3991/ijet.v14i11.10205
  • Agonacs, N., Matos, JF.., Bartalesi-Graf, D. & O’Steen, D.N. (2019). On the path to self-determined learning: a mixed methods study of learners’ attributes and strategies to learn in language MOOCs. International Journal of Learning Technology, 14(4), 304. https://doi.org/10.1504/ijlt.2019.106553
  • Alho, J., Silva, H., Teodoro, V., & Bonfait, G. (2019). A simple pendulum studied with a low-cost wireless acquisition board. Physics education, 54(1), 015015. https://doi.org/10.1088/1361-6552/aaea9d
  • António, A. S., & Teodoro, A. (2019). Critical Discourse Analysis: Between Educational Sciences and journalism. Fronteiras Journal of Social Technological and Environmental Science, 8(1), 18–35. https://doi.org/10.21664/2238-8869.2019v8i1.p18-35
  • Artopoulos, G., & Costa, C. S. (2019). Data-driven processes in participatory urbanism: The “smartness” of historical cities. Architecture and Culture, 7(3), 473–491. https://doi.org/10.1080/20507828.2019.1631061
  • Cardoso, S., Carvalho, T., & Videira, P. (2019). Is it still worth working in academia? The views from Portuguese academics. Higher Education Policy, 32(4), 663–679. https://doi.org/10.1057/s41307-018-0123-7
  • Cardoso, S., Rosa, M. J., Videira, P., & Amaral, A. (2019). Internal quality assurance: A new culture or added bureaucracy? Assessment and Evaluation in Higher Education, 44(2), 249–262. https://doi.org/10.1080/02602938.2018.1494818
  • Cardoso, S., Tavares, O., & Sin, C. (2019). Can you judge a book by its cover? Industrial doctorates in Portugal. Higher Education Skills and Work-Based Learning, 9(3), 279–289. https://doi.org/10.1108/heswbl-05-2018-0056
  • Cardoso, S., Tavares, O., & Sin, C. (2019). Reinventing doctoral education through university-industry collaboration: The case of industrial doctorates in Portugal. INTED2019 Proceedings. 10.21125/inted.2019.0304
  • Cavadas, B. (2019). From the contracting earth to continental drift: Wegener’s influence on Portuguese and Spanish science textbooks through the twentieth century. Earth Sciences History: Journal of the History of the Earth Sciences Society, 38(1), 74–93. https://doi.org/10.17704/1944-6178-38.1.74
  • Duarte, J., & Robert Nogueira, J. (2019). From the hidden protest of students towards problem-based learning. Education Sciences, 9(3), 215. https://doi.org/10.3390/educsci9030215
  • Freitas, A. (2019). Engaging in narrative inquiries with children and youth, by jean clandinin, Vera Caine, Sean Lessard and Janice Huber. Qualitative research in education, 8(3), 378. https://doi.org/10.17583/qre.2019.4813
  • Linhares, E., Cavadas, B., Guimarães, C., Maurício, D., Rosário, D., Alves, I., Dias, M., Santos, M. P., Mota, M. L., José, M., & Santos, N. (2019). O38 A research about food habits done by higher education students with special educative needs. European Journal of Public Health, 29(Supplement_2). https://doi.org/10.1093/eurpub/ckz096.014
  • Lino, D., Friães, R., Parente, C., Vieira, F., Craveiro, C., & Silva, B. (2019a). Practical learning and professional development of preschool teachers: The role of practicum. ICERI Proceedings. doi: 10.21125/iceri.2019.1424
  • Lino, D., Friães, R., Parente, C., Vieira, F., Craveiro, C., & Silva, B. (2019b). The supervision process at pre-service early childhood teacher education. ICERI Proceedings. doi: 10.21125/iceri.2019.2100
  • Manatos, M. J., Cardoso, S., Carvalho, T., & Rosa, M. J. (2019). Internal quality assurance: A political process challenging academics’ professionalism? Em P. Teixeira, A. Veiga, M. J. Rosa, & A. Magalhães (Eds.), Under pressure? Higher education institutions coping with multiple challenges. Brill Sense. DOI: https://doi.org/10.1163/9789004398481_010
  • Martins, A. M. O., Coimbra, M. de N., Oliveira, J. A., & Maturano, A. S. (2019). Metodologias ativas para a inovação e qualidade do ensino e aprendizagem no ensino superior. Revista EDaPECI, 19(3), 122–132. https://doi.org/10.29276/redapeci.2019.19.312147.122-132
  • Matos, J., Pedro, A., & Piedade, J. (2019). Integrating digital technology in the school curriculum. International Journal of Emerging Technologies in Learning (iJET), 14(21), 4. https://doi.org/10.3991/ijet.v14i21.10863
  • Miguéis, V., Cardoso, S., Rosa, M. J., & Sarsfield Cabral, J. (2019). Quality assurance of doctoral education in Portugal: A retrospective of the first accreditation cycle. EDULEARN Proceedings.doi: 10.21125/edulearn.2019.2007
  • Moutinho, M. (2019). Por uma arquitetura ao serviço da museologia contemporânea. Cadernos de sociomuseologia. https://doi.org/10.36572/csm.2019.vol.57.05
  • Nogueira, J., Alves, R., & Marques, P. (2019). Computational programming as a tool in the teaching of Electromagnetism in engineering courses: Improving the notion of field. Education Sciences, 9(1), 64. https://doi.org/10.3390/educsci9010064
  • Pedro, A., & Piedade, J. (2019). Redesigning initial teacher’s education practices with learning scenarios. International Journal of Information and Learning Technology, 36(3), 266–283. https://doi.org/10.1108/ijilt-11-2018-0131
  • Pedro, A., Piedade, J., & Matos, J. F. (2019). Cenários de Aprendizagem na Formação Inicial de Professores. Revista Lusófona de Educação, 45, 223–238. doi: 10.24140/issn.1645-7250.rle45.15
  • Pedro, A., Piedade, J., Matos, J. F., Pedro, N., Agonács, N., & Matos, J. F. (2019). Redesigning initial teacher’s education practices with learning scenarios. International Journal of Emerging Technologies in Learning (iJET), 36(3), 123–137. https://doi.org/10.1108/IJILT-11-2018-0131
  • Primo, J. (2019). Os Desafios Contemporâneos na Investigação em Sociomuseologia. Cadernos De Sociomuseologia, 58(14), 3-17. https://doi.org/10.36572/csm.2019.vol.58.01
  • Rosa, M. J., Cardoso, S., & Videira, P. (2020). Is accreditation ‘on the right track’? The views of Portuguese academics. Tertiary Education and Management, 26(2), 185–197. https://doi.org/10.1007/s11233-019-09048-7
  • Sanches, I. R., & Da Silva, P. B. (2019). A inclusão de estudantes surdos no ensino superior brasileiro: O caso de um curso de Pedagogia: The inclusion of deaf students in higher education in Brazil: The case of a Pedagogy course. Revista portuguesa de educação, 32(1), 155–172. https://doi.org/10.21814/rpe.14955
  • Sin, C., Tavares, O., & Amaral, A. (2019). Accepting employability as a purpose of higher education? Academics’ perceptions and practices. Studies in Higher Education, 44(6), 920–931. https://doi.org/10.1080/03075079.2017.1402174
  • Sin, C., Tavares, O., & Cardoso, S. (2019). Portuguese institutions’ strategies and challenges to attract international students: external makeover or internal transformation? Journal of International Students, 9(4), 1095–1114. https://doi.org/10.32674/jis.v9i4.185
  • Sin, Cristina, Tavares, O., & Soares, D. (2019). The internationalisation of doctoral research in Portugal 1970-2016. EDULEARN Proceedings. doi: 10.21125/edulearn.2019.1313
  • Tavares, O., Sin, C., Cardoso, S., & Soares, D. (2019). Are industrial doctorates capable of overcoming skills mismatch? EDULEARN Proceedings. doi: 10.21125/edulearn.2019.0805
  • Tavares, O., Sin, C., & Lança, V. (2019). Inbreeding and research productivity among sociology PhD holders in Portugal. Minerva, 57(3), 373–390. https://doi.org/10.1007/s11024-019-09378-1
  • Teodoro, A. (2020). The end of isolationism: examining the OECD influence in Portuguese education policies, 1955–1974. Paedagogica Historica, 56(4), 535–547. https://doi.org/10.1080/00309230.2019.1606022
  • Thomas Dotta, L., Lopes, A., & Leite, C. (2019). O movimento do acesso ao ensino superior em Portugal de 1960 a 2017: Uma análise ecológica. Education policy analysis archives, 27, 146. https://doi.org/10.14507/epaa.27.4195