Action for a cleaner tomorrow : 4-5

Action for a cleaner tomorrow, a South Carolina environmental curriculum supplement has been developed to teach the children of South Carolina and, ultimately, their parents to think about their daily habits and to make environmentally responsible choices. This curriculum supplement tries to reflect the environmental issues facing the world today with a particular emphasis on South Carolina’s concerns and goals. This document deals with grades 4-5.

Action for a cleaner tomorrow : 6-8

Action for a cleaner tomorrow, a South Carolina environmental curriculum supplement has been developed to teach the children of South Carolina and, ultimately, their parents to think about their daily habits and to make environmentally responsible choices. This curriculum supplement tries to reflect the environmental issues facing the world today with a particular emphasis on South Carolina’s concerns and goals. This document deals with grades 6-8.

Action for a cleaner tomorrow : 9-12

Action for a cleaner tomorrow, a South Carolina environmental curriculum supplement has been developed to teach the children of South Carolina and, ultimately, their parents to think about their daily habits and to make environmentally responsible choices. This curriculum supplement tries to reflect the environmental issues facing the world today with a particular emphasis on South Carolina’s concerns and goals. This document deals with grades 9-12.

Action for a cleaner tomorrow : K-1

Action for a cleaner tomorrow, a South Carolina environmental curriculum supplement has been developed to teach the children of South Carolina and, ultimately, their parents to think about their daily habits and to make environmentally responsible choices. This curriculum supplement tries to reflect the environmental issues facing the world today with a particular emphasis on South Carolina’s concerns and goals. This document deals with grades K-1.

A iniciativa Novas Oportunidades : uma oportunidade inclusiva

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

Genesis of the brecciated rocks from mid atlantic ridge hydrothermal systems : Lucky Strike (37º50’N) and Menez Gwen (37º50’N)

Tese de doutoramento, Geologia (Metalogenia), Universidade de Lisboa, Faculdade de Ciências, 2014

Some Social-Relational Correlates of Student Engagement in Portugal

Este E-Book reúne um conjunto de investigações apresentadas no “I Congresso Internacional Envolvimento dos Alunos na Escola: Perspetivas da Psicologia e Educação” (ICIEAE), organizado no âmbito do “Projeto PTDC/CPE-CED/114362/2009 - Envolvimento dos Alunos na Escola: Diferenciação e Promoção” (EAE-DP), financiado pela Fundação para a Ciência e a Tecnologia (FCT).

Linking Research and Teaching: an Applied Soft Systems Methodology Case Study

This paper links research and teaching through an applied Soft Systems Methodology case study. The case study focuses on the redevelopment of a Research and Professional Skills module to provide support for international postgraduate students through the use of formative feedback with the aim of increasing academic research skills and confidence. The stages of the Soft Systems Methodology were used as a structure for the redevelopment of module content and assessment. It proved to be a valuable tool for identifying complex issues, a basis for discussion and debate from which an enhanced understanding was gained and a successful solution implemented together with a case study that could be utilised for teaching Soft Systems Methodology concepts. Changes to the module were very successful and resulted in significantly higher grades and a higher pass rate.

Fatores escolares do envolvimento dos alunos na escola : um estudo com alunos adolescentes

Tese de mestrado, Educação (Área de especialização Formação Pessoal e Social), Universidade de Lisboa, Instituto de Educação, 2015

Caracterização da marcação imunohistoquímica da protein gene product 9.5 (PGP 9.5) em células astrocitárias

Tese de mestrado, Neurociências, Faculdade de Medicina, Universidade de Lisboa, 2015

Fairness in assessing group projects: a conceptual framework for higher education

Group projects form a large and possibly growing component of the work undertaken for assessing students in higher education, and especially in post-graduate work in business. Yet the assessments sources, methods and purposes result in an array of combinations that the literature fails to capture in its full complexity. Tutors may be able to assess the work of the group as well as they might the work of any individual. But grades - and degrees - are awarded to individuals. Writers on higher education speak of using self- and peer-assessment as a way of qualifying the evaluation of group work so as to differentiate between individuals. But these commonly used terms - drawn from approaches to assessing individual work - are ambiguous or even misleading in the context of group work. This paper proposes a framework for discussing the assessment of group projects in an effort to help identify how the benefits of group learning and be translated into fairer summative assessments.

Drink availability is associated with enhanced examination performance in adults

While dehydration has negative effects on memory and attention, few studies have investigated whether drinking water can enhance cognitive performance, and none have addressed this in a real-world setting. In this study we explored the potential benefits of the availability of water for undergraduates. The exam performance of students who brought drinks in to exams was compared with those that did not for three cohorts of undergraduates (N = 447). We employed earlier coursework marks as a measure of underlying ability. Students who brought water to the exam achieved better grades than students who did not. When coursework marks were covaried, this effect remained statistically significant, suggesting that this finding was not simply due to more able students being more likely to bring in water. This implies that water consumption may facilitate performance in real-world settings, and, therefore, have specific implications for the assessment of undergraduate learners under examination conditions, but further research is required to evaluate this hypothesis.

Desenvolvimento lexical: perspectivas e práticas de professores no 1.º ciclo do ensino básico

Dissertação apresentada à Escola Superior de Educação de Lisboa para a obtenção de grau de Mestre em Didática da Língua Portuguesa no 1.º e 2.º Ciclos do Ensino Básico

Porque ler não chega… da biblioteca escolar à sala de aula: um percurso de leitura e escrita

Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa para a obtenção de grau de Mestre em Didática da Língua Portuguesa no 1º e 2º CEB

Estudo de uma tomada de água em modelo reduzido

Dissertação para obtenção do grau de Mestre em Engenharia Civil na Área de Especialização em hidráulica