Jakość opieki nad dzieckiem w rodzinie a jego emocjonalno-społeczne funkcjonowanie

Wydział Studiów Edukacyjnych: Zakład Teoretycznych Podstaw Edukacji

As práticas pedagógicas nas séries iniciais do ensino fundamental e a interlocução com o curso de pedagogia

Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para a obtenção do grau de Mestre em Docência e Gestão da Educação, especialização em Administração Escolar e Administração Educacional

Not thinking straight? A critical discourse analysis of the 2006 Irish High Court ruling in Zappone and Gilligan v. Revenue Commissioners and Attorney General

The recognition and protection of constitutional rights is a fundamental precept. In Ireland, the right to marry is provided for in the equality provisions of Article 40 of the Irish Constitution (1937). However, lesbians and gay men are denied the right to marry in Ireland. The ‘last word’ on this issue came into being in the High Court in 2006, when Katherine Zappone and Ann Louise Gilligan sought, but failed, to have their Canadian marriage recognised in Ireland. My thesis centres on this constitutional court ruling. So as to contextualise the pursuit of marriage equality in Ireland, I provide details of the Irish trajectory vis-à-vis relationship and family recognition for same-sex couples. In Chapter One, I discuss the methodological orientation of my research, which derives from a critical perspective. Chapter Two denotes my theorisation of the principle of equality and the concept of difference. In Chapter Three, I discuss the history of the institution of marriage in the West with its legislative underpinning. Marriage also has a constitutional underpinning in Ireland, which derives from Article 41 of our Constitution. In Chapter Four, I discuss ways in which marriage and family were conceptualised in Ireland, by looking at historical controversies surrounding the legalisation of contraception and divorce. Chapter Five denotes a Critical Discourse Analysis of the High Court ruling in Zappone and Gilligan. In Chapter Six, I critique text from three genres of discourse, i.e. ‘Letters to the Editor’ regarding same-sex marriage in Ireland, communication from legislators vis-à-vis the 2004 legislative impediment to same-sex marriage in Ireland, and parliamentary debates surrounding the 2010 enactment of civil partnership legislation in Ireland. I conclude my research by reflecting on my methodological and theoretical considerations with a view to answering my research questions. Author’s Update: Following the outcome of the 2015 constitutional referendum vis-à-vis Article 41, marriage equality has been realised in Ireland.

Frequency of participation of 8-12 year old children with cerebral palsy: a multi-centre cross sectional European study

Participation in home, school and community is important for all children; and little is known about the frequency of participation of disabled children. Frequency of participation is a valuable outcome measure for evaluating habilitation programmes for disabled children and for planning social and health services.

We investigated how frequency of participation varied between children with cerebral palsy and the general population; and examined variation across countries to understand better how the environmental factors such as legislation, public attitudes and regulation in different countries might influence participation.

We undertook a multi-centre, population-based study in children with and without cerebral palsy. Working from the Life-H instrument, we developed a questionnaire to capture frequency of participation in 8–12-year-old children. In nine regions of seven European countries, parents of 813 children with cerebral palsy and 2939 children from the general populations completed the questionnaire.

Frequency of participation for each question was dichotomised about the median; multivariable logistic regressions were carried out.

In the general population, frequency of participation varied between countries. Children with cerebral palsy participated less frequently in many but not all areas of everyday life, compared with children from the general population. There was regional variation in the domains with reduced participation and in the magnitude of the differences. We discuss how this regional variation might be explained by the different environments in which children live. Attending a special school or class was not associated with further reduction in participation in most areas of everyday life.

Contact and context: sharing education and building relationships in a divided society

One approach to tackling problems of division in society has been to promote collaboration and engagement between schools separated on ethno-religious lines. Based on some variant of contact theory, the received wisdom is that inter-group encounters can contribute to prejudice reduction and promote more harmonious relationships. Evidence to support this analysis is convincing; however, relatively little is known about the environmental factors that impede or enhance the potential for contact in different contexts. The importance of understanding such factors is underscored in divided jurisdictions, where separate education has been linked to the perpetuation of division and hostility. This paper adopts a qualitative approach to exploring the impact of two inter-school initiatives in Northern Ireland. The projects are located in contrasting socio-political and demographic environments, and research findings point to very different contact outcomes for participants in each. Seemingly relevant factors include the degree of congruence between school and community norms and values, the opportunity to develop relationships outside the school context, the relationships developed between the schools and local communities and the historical, political and social referents used by individuals to navigate the contact experience. The paper concludes with some reflections on factors that may help foster social harmony and on potential policy implications of the findings.

Adaption and adjustment of military spouses to overseas postings: An online forum study

Little research has examined the impact of being an accompanying spouse on British military foreign postings. The aim of this qualitative study was to investigate the experiences of 13 military spouses from 11 different overseas locations. Data were collected via an online forum and thematic content analysis was conducted. Key findings revealed that, regardless of the location, reactions to overseas posting varied considerably and were related to the military spouse's personality and personal circumstances, as well as their relationship with family, husband and their support networks. Spouses experienced a loss of control over their lives that was in some cases psychologically distressing. The findings corroborate and extend the findings from a previous study that was limited to one location, further highlighting the need for pre-established support resources from the military and healthcare professionals to be readily accessible for all military spouses. Importantly, such support provision may also facilitate the military spouse in regaining some control over their everyday life, enhancing their well-being and the experience for the family.

Families and Poverty: Everyday life on a low income

The recent radical cutbacks of the welfare state in the UK have meant that poverty and income management continue to be of great importance for intellectual, public and policy discourse. Written by leading authors in the field, the central interest of this innovative book is the role and significance of family in a context of poverty and low-income. Based on a micro-level study carried out in 2011 and 2012 with 51 families in Northern Ireland, it offers new empirical evidence and a theorisation of the relationship between family life and poverty. Different chapters explore parenting, the management of money, family support and local engagement. By revealing the ordinary and extraordinary practices involved in constructing and managing family and relationships in circumstances of low incomes, the book will appeal to a wide readership, including policy makers.

Relação escola/família:de que modo o educador pode proporcionar atividades que envolvam a família?

Relatório de estágio apresentado para a obtenção do grau de Mestre na Especialidade Profissional de Educação Pré-escolar. Orientador: Professor Ramiro Marques

O envolvimento da família na escola e no sucesso educativo das crianças: o caso dos 3º e 4º anos de escolaridade do agrupamento vertical de Colos (2004/2005)

Este trabalho pretende analisar a relação entre o envolvimento da família e o sucesso educativo das crianças. A hipótese principal foi construída para testar as teorias de Ana Henderson (1987), Davies (1989) e Epstein (2002). A primeira parte deste trabalho é constituída pelo enquadramento teórico, onde se abordam a problemática da relação escola/família, da participação e do sucesso e insucesso dos alunos. A segunda parte é constituída pela metodologia, análise e interpretação dos dados e análise e discussão dos resultados, onde estão incluídas as conclusões e as sugestões. O estudo foi feito nas escolas do 1° Ciclo do Agrupamento Vertical de Colos, relativamente aos alunos do 3° e 4° ano, no ano lectivo de 2004/2005. A amostra foi constituída por 67 pais e a recolha de informação foi feita através de um questionário. O tratamento de dados foi feito de forma estatística utilizando o SPSS, Os resultados do presente estudo levam-nos a concluir que os pais têm uma fraca participação na escola e que o sucesso educativo dos alunos não depende da participação dos pais na sua vida académica, não se confirmando a hipótese formulada para dar resposta à pergunta inicial. Concluímos ainda que, quanto maior é a distância entre a casa dos alunos e a escola frequentada, melhores resultados e menos retenções estes exibem ao longo do seu percurso escolar. /ABSTRACT - This work intends to analyse the relation between the role of the family and the educational success of children. The main assumption was built to test the theories of Ana Anderson (1987), Davies (1989) and Epstein (2002). The first part of the essay includes the theoretical framing where the subject of the relation school/family is approached. The second part contains the methodology, analysis and interpretation of data and the analysis and discussion of the results, which includes the conclusions and the suggestions. This survey was made in the Primary Schools of “Agrupamento Vertical de Colos”, among students of the third and fourth grades in the school year of 2004/2005. The sample was made of sixty-seven parents and the data was gathered by a questionnaire. The treatment of this data was made statistically by using SPSS. The results of this survey take us to the conclusion that parents have a low participation in school and that the educative success of students does not depend on their parents’ participation in their academic life. So, the hypothesis formulated to answer the initial question is not confirmed. We can also conclude that, the longer the distance between the students' home and the school they attend, the better the results and fewer times they fail in their school life.

Validação de uma escala de atitudes de alunos relativamente ao uso de uma plataflrma de ensino ao longo da vida

Dissertação de Mestrado, Ciências da Educação, Área de Especialização de Educação e Formação de Adultos, Faculdade de Ciências Humanas e Sociais, Universidade do Algarve, 2007

O reconhecimento de adquiridos experienciais como impulsionador de novos projectos

Trabalho de projecto de mestrado, Ciências da Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2011

As representações da escola face ao trabalho para casa, no 1.º ciclo do ensino básico

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e 2.º Ciclo do Ensino Básico

Perspetivas de professores, pais e alunos sobre a prática dos trabalhos para casa

Relatório Final apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e do 2.º Ciclo do Ensino Básico

Jeronimo Martins in 2030 succession and strategy planning

The case outlines the history of Jerónimo Martins and the Dos Santos family in the context of a dialogue between the pater familias Alexandre and his successor Pedro. The case idea analyses the problems associated with next generation entrance in the family business and the outcomes on the different stakeholders and environment, with a particular focus on the evolution of the relationship between family, family holding and the JM group. The case is designed to assess the sustainability of a traditional succession strategy in the context of the challenges of globalization and growth of the company and family, analysing the reciprocal influence in a long-term strategy.

Home schooling in view of John Calvin : a study in education and communion of saints /

This study explores the tension that has emerged around the rise of home schooling in a faith-community strongly committed to establishing and maintaining day schools in the tradition of John Calvin. It aims to identify and understand factors that contributed to this tension and to find ways to bridge, diffuse, reduce, or eliminate it. In line with Calvin, personal convictions, and the nature of the community, the study takes a Christian epistemological and axiological stance. Its premise is that the integrity of the commvmity is more important than the manner in which its children are taught. The study reviews relevant literature and several interviews. It considers both secular and Christian literature to understand communities, community breakdown, and community restoration. It also examines literature about the significance of home, school, and community relationships; the attraction of Reformed day schools; and the appeal of home schooling. Interviews were conducted with 4 home schooling couples and 2 focus groups. One focus group included local school representatives, and the other home schoolers and school representatives from an area with reputedly less tension on the issue. Interviews were designed for participants to give their perspectives on reasons for home schooling, the existing tension, and ways to resolve the issues. The study identifies the rise of home schooling in this particular context as the initial issue and the community's deficiency to properly deal with it as the chief cause for the rising tensions. However, I argue that, within the norms the community firmly believes in, home schooling need not jeopardize its integrity. I call for personal, social, and spiritual renewal to restore the covenant community in gratitude to God.