Seleção de artigos publicados por membros da UIDEF em revistas científicas indexadas entre março e junho de 2024

Gamboa, P., Freire, S., Anica, A., Mogarro, M. J., Moreira, M. F., & Vaz da Silva, F. (2024). Correlates of rejection by the peer group: A study comparing students with and without SEN. International Journal of Inclusive Education, 28(4), 381–401. https://doi.org/10.1080/13603116.2021.1941314

Guerra, C., Moreira, A., Pombo, P., Galvão, C., Faria, C., Granado, A., Sanchez, A., Paiva, J.C., Carvalho, P.S., & Costa e Silva, E. (2024). Mapping Science Communication in Higher Education in Portugal: A Systematic Evidence Analysis of PhD and Master’s Programs. Education Science, 14(6), 586. https://doi.org/10.3390/educsci14060586

Martins, E. M. (2024). Convergência de interesses na reforma educacional na América Latina e no Caribe: Genealogia e atuação de uma rede de governança multinível. Práxis Educativa, 19, 1–25. https://doi.org/10.5212/PraxEduc.v.19.22852.051

Maurício, P., & Valente, B. (2024). Synergy between lesson study and content representation in a preservice teacher practicum, Teaching and Teacher Education, 142, 104525. https://doi.org/10.1016/j.tate.2024.104525

Mugnaini, M., & Pintassilgo, J. (2024). Ser professor de escolas diferentes: Identidade, desenvolvimento profissional e práticas educativas. Cadernos Cedes, 44(123), 167–179. https://doi.org/10.1590/CC284154

Mula-Falcón, J., Viseu, S., & Silva, R. (2024). Early career academic’s associations: A study of resistance and empowerment on social media. Higher Education Policy, 1–22. https://doi.org/10.1057/s41307-024-00353-4

Szelei, N., Pinho, A. S., & Tinoca, L. (2024). ‘Foreigners in our schools’: Cultural diversity, othering, and the desire for justice in schools. Urban Education, 59(3), 784–814. https://doi.org/10.1177/00420859211058420

Tirado-Olivares, S., Cózar-Gutiérrez, R., González-Calero, J. A., & Dorotea, N. (2024). Evaluating the impact of learning management systems in geographical education in primary school: An experimental study on the importance of learning analytics-based feedback. Sustainability, 16(7), 2616. https://doi.org/10.3390/su16072616