Girls out of school. State, culture and education in poor rural Lao People's Democratic Republic

Tese de Doutoramento em Sociologia

Cultura, liderança e resultados escolares: uma abordagem a partir das representações dos alunos do ensino secundário

Grande parte dos estudos produzidos sobre a liderança escolar tem incidido na análise da relação entre os processos de liderança, a aprendizagem e o sucesso. Embora esta convergência de enfoque (liderança/sucesso) encubra abordagens teóricas, disciplinares e metodológicas muito diferenciadas, é evidente a presença de uma perspetiva unidirecional, mais focada nas políticas e nas práticas de liderança e menos na forma como estas são entendidas pelos alunos. Neste artigo, propomos um enfoque invertido, focado nas representações dos alunos sobre os processos de liderança. Do ponto de vista metodológico, recorremos aos dados recolhidos no âmbito de quatro estudos de caso realizados em escolas/agrupamentos com ensino secundário, resultantes da administração de um inquérito por questionário e da realização de focus group a alunos com resultados académicos de excelência e a alunos não incluídos neste nível de desempenho. Elegemos como referência analítica um estudo de caso de longa duração, a partir do qual colocamos em confronto os dados recolhidos nos outros três contextos estudados. Os resultados deste estudo apontam para a existência de relações e diferenças significativas entre a cultura organizacional da escola e os estilos de liderança, sendo destacada a importância do papel do Diretor na condução do ideário de excelência da escola.

Construção de uma cultura de projeto numa comunidade de aprendizagem através do projeto curricular integrado

Dissertação de mestrado em Estudos da Criança (área de especialização em Integração Curricular e Inovação Educativa)

Estratégias pedagógicas na aprendizagem da emissão de som no clarinete: respiração, material e metodologias de estudo

Relatório de estágio de mestrado em Ensino de Música

Mechanical fatigue performance of PCL-chondroprogenitor constructs after cell culture under bioreactor mechanical stimulus

In tissue engineering of cartilage, polymeric scaffolds are implanted in the damaged tissue and subjected to repeated compression loading cycles. The possibility of failure due to mechanical fatigue has not been properly addressed in these scaffolds. Nevertheless, the macroporous scaffold is susceptible to failure after repeated loading-unloading cycles. This is related to inherent discontinuities in the material due to the micropore structure of the macro-pore walls that act as stress concentration points. In this work, chondrogenic precursor cells have been seeded in Poly-ε-caprolactone (PCL) scaffolds with fibrin and some were submitted to free swelling culture and others to cyclic loading in a bioreactor. After cell culture, all the samples were analyzed for fatigue behavior under repeated loading-unloading cycles. Moreover, some components of the extracellular matrix (ECM) were identified. No differences were observed between samples undergoing free swelling or bioreactor loading conditions, neither respect to matrix components nor to mechanical performance to fatigue. The ECM did not achieve the desired preponderance of collagen type II over collagen type I which is considered the main characteristic of hyaline cartilage ECM. However, prediction in PCL with ECM constructs was possible up to 600 cycles, an enhanced performance when compared to previous works. PCL after cell culture presents an improved fatigue resistance, despite the fact that the measured elastic modulus at the first cycle was similar to PCL with poly(vinyl alcohol) samples. This finding suggests that fatigue analysis in tissue engineering constructs can provide additional information missed with traditional mechanical measurements.

School governance and academic excellence: the representations of distinguished students in an annual award of excellence

Within a research project on «academic excellence in the state school», this paper is a contribution to the sociological reflection on the cultural and organisational characteristics of the school and its relationship with the academic success of students. The data we present stem from a case study underway at a secondary school in the north of Portugal, referring to the universe of students that since 2003 have distinguished themselves for achieving grades equal to or greater than 18 (on a scale of 0 to 20) and have thus been included in the school’s Framework of Excellence. From a contextual approach to this educational practice, we focused on the cultural characteristics of the school/subject as analytical support for the study of school and non-school dimensions in their mutual connections. To this end, we used the information from document analysis and data collected from a questionnaire survey administered to more than two-thirds of the students included in the above-mentioned Framework of Excellence. Subsequently, we will use the data from this survey to understand the extent to which academic excellence is perceived as an indivisible social construction of the school’s political and organisational matrix, particularly in terms of the educational and teaching guidelines adopted by the management body. We will conclude by questioning the meaning of the school’s management policies regarding the emphasis on educational outcomes, with particular focus on the representations of excellent students in the processes of school leadership, teaching organisation, school merit and justice.