Produtos publicados em 2018

Artigos Internacionais 

  1. Alves, C., & Serrão, C. (2018). Fatores de risco para a ocorrência de violência contra a pessoa idosa: revisão sistemática. Pan American Journal for Ageing Research, 6 (2), 58-71.
     
  2. Andaki, A., Mendes, E., Tinoco, A., Santos, A., Vale, S., Mota, J. (2018). Waist circumference percentile in children from municipalities of developed and developing countries. Motriz. Revista de Educação Física, 23.
     
  3. Santos, A., Silva-Santos, S., Duncan, M., Vale, S., Mota, J. (2018). Relationship Among Changes in Sedentary Time, Physical Activity, and Body Mass Index in Young Schoolchildren: A 3-Year Longitudinal Study. Pediatric Exercise Science 30(3), 1-7.
     
  4. Araújo, S. B. (2018). Aprendizagem profissional no estágio em creche: Representatividade e significado atribuído a dimensões da pedagogia. Revista da FAEEBA – Educação e Contemporaneidade, 27(51), 29-44.
     
  5. Araújo, S. B., & Antunes, A. P. (2018). Avaliação da aprendizagem profissional no estágio supervisionado: Estudo exploratório na Educação Infantil. Estudos em Avaliação Educacional, 29(70), 134-154.
     
  6. Carvalho, João M.S., Delgado, P., Pinto, V., & Benbennishty, R. (2018). Reunification in foster care: Influences on decision-making. Child Abuse & Neglect, 86, 67-78. https://doi.org/10.1016/j.chiabu.2018.09.012
     
  7. Casillas, M., Cabezas, G., Sanches-Ferreira, M., & Teixeira, D. (2018). Estudio psicométrico de un cuestionario para medir la competencia digital de estudiantes universitarios (CODIEU). Education in The Knowledge Society (EKS), 19(3), 61-81.
     
  8. Coelho, V., Barros, S., Burchinal, M. R., Cadima, J., Pessanha, M., Pinto, A.I., Peixoto, C., & Bryant, D. M. (2018): Predictors of parent-teacher communication during infant transition to childcare in Portugal. Early Child Development and Care. https://doi.org/10.1080/03004430.2018.1439940
     
  9. Cruz, M. (2018). “Chicos, sacad el móvil de vuestras mochilas porque lo vamos a usar”: empowering Spanish as Foreign Language studentes through mobile devices. The Turkish Online Journal of Educational Technology, Special Issue, 1, 282-298.
     
  10. Delgado P., Pinto V.S., Carvalho J. M. S., & Gilligan, R. (2018). Family contact in foster care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1–8. https://doi.org/10.1111/cfs.12586.
     
  11. Fernandes, D. (2018). “Primeiras aprendizagens matemáticas com o Geogebra”. Revista do Instituto GeoGebra Internacional de São Paulo.
     
  12. Mota, J., Martins, C., Silva-Santos, S., Santos, A., Vale. S. (2018). TV in bedroom, outdoor playtime and obesity status among preschool girls. Science & Sports.
     
  13. Lambert, M.F. (2018) “Nadir Afonso – o mínimo e o maior: Sequenzas”. Revista Visuais, 4(7).
     
  14. Lousada, C., Felgueiras, C., Maia-Lima, C., & Couto, A. (2018). O pássaro não tem boca, tem bico: Um projeto integrador da matemática na creche. Revista Educação em Debate, 40 (77), 145-161.
     
  15. Lucas, C., Cota, M., Fonseca, C., Casas, J. (2018). Linking mathematical praxeologies with an epidemic model. In Moreira F., Mesquita, A., Peres, P., Smart Higher Education: Bridging the Gap Between Teachers and Students Through Technologies. International Journal of Technology and Human Interaction.
     
  16. Merlo, G., Chiazzese, G., Sanches-Ferreira, M., Chifari, A., Seta, L., McGee, C., Giammusso, I. (2018). The WHAAM Application: a Tool to Support the Evidence-Based Practice in the Functional Behaviour Assessment. Journal of Innovation in Health Informatisc, 25(2), 63-70. 10.14236/jhi.v25i2.919
     
  17. Pavão, I., Santos, F., Wright, P., Gonçalves, F. (2018). Implementing the teaching personal and social responsibility model within preschool education: Strengths, challenges and strategies. Curriculum Studies in Health and Physical Education, 10(1), 51-70. https://doi.org/10.1080/25742981.2018.1552499.
     
  18. Poza-Vilches, F., Fernández-García, A., & Delgado, P. (2018). La práctica profesional de los agentes sociales en materia de ocio juvenil: estrategias para la intervención. / The professional practice of social workers in the field of youth leisure: strategies for intervention. Pedagogía Social. Revista Interuniversitaria, 31, 93-105. https://doi.org/10.7179/PSRI_2018.31.08
     
  19. Quadros-Flores, P. (2018). Escola com emoção: potencialidades das TIC no 1º CEB. Revista Nova Galega. Espanha, 71.
     
  20. Quadros-Flores, P. Flores, A., & Ramos, A. (2018). Impact of digital technologies on pedagogical practice in primary education. In Aytekin Isman, Jerry Willis, J. Ana Donaldson, & Fahme Dabaj (Eds). The Turkish Online Journal of Educational Technology, Special Issue, 1.
     
  21. Quadros-Flores, P. Flores, A., & Ramos, A. (2018). Potentialities of the Augmented Reality in the school manuals of primary education. In Aytekin Isman, Jerry Willis, J. Ana Donaldson, & Fahme Dabaj (Eds). The Turkish Online Journal of Educational Technology, Special Issue, 1.
     
  22. Ricoy, M. C., & Couto, M. J. V. (2018). Desmotivación del alumnado de secundaria en la materia de matemáticas. Revista Electrónica de Investigación Educativa, 20(3),69-79.
     
  23. Rodrigues, B., Nunes, R., Santos, C., Serrão, C., & Duarte, I. (2018). What young people know about human trafficking? Revista Brasileira de Bioética, 14 (17), 1-16.
     
  24. Pinto, R., Vale, S., João, P. (2018). The Action of the Middle Blocker According to the Opposing Offensive Organization in Volleyball. Journal of Sports Science 6, 178-185.
     
  25. Sanches-Ferreira, M., Silveira-Maia, M., Alves, S., & Simeonsson, R. (2018).  Conditions for Implementing the ICF-CY in Education: The Experience in Portugal. Frontiers in Education, 27. https://doi.org/10.3389/feduc.2018.00020
     
  26. Silva-Santos, S., Santos, A., Vale, S., Mota, J. (2018). Association between moderate and vigorous physical activity and gross motor coordination in preschool children. Journal of Motor Learning and Development.
     
  27. Santos, F., Callary, B. (2018). An athlete's journey to become a positive development-focused coach through professional football: Moving between theory and practice. Sport Coaching Review, 9(1), 71-94. https://doi.org/10.1080/21640629.2018.1558897.
     
  28. Santos, F., Camiré, M., MacDonald, D. (2018). Experiencias vividas en una prolongada relación entrenador-atleta. El caso de un atleta paralímpico. Agora para la Educación Física y el Deporte, 20(2-3). https://doi.org/10.24197/aefd.2-3.2018.279-297
     
  29. Santos, F., Corte-Real, N., Regueiras, L., Dias, C., Martinek, T., & Fonseca, A. (2018). Coaching effectiveness within competitive youth football: Youth football coaches’ and athletes’ perceptions and practices. Sport Coaching Review, 8(2). 10.1080/21640629.2018.1459356
     
  30. Santos, F., Gould, D., Strachan, L. (2018). Research on positive youth development-focused coach education programs: Future pathways and applications. International Sport Coaching Journal, 6(1), 132-138. https://doi.org/10.1123/iscj.2018-0013 
     
  31. Santos, F., Martinek, T. (2018).  Facilitating positive youth development through competitive youth sport: Opportunities, challenges and strategies. Strategies, 31(6):47-49. 10.1080/08924562.2018.1516443
     
  32. Saracho Arnáiz, M. (2018). In Search of a Methodology Conceptual Maps for Learning and Teaching Spanish as a Foreign Language (SFL). Turkish Online Journal of Educational Technology – TOJET, 1, 720-725.
     
  33. Saracho Arnáiz, M. & Cruz, M. (2018). La variación diatópica del español de América a través de uma (híper)pedagogia plurilinguística e intercultural. Revista Diacrítica, 261-281.
     
  34. Silveira-Maia, M., Lopes-dos-Santos, P., Sanches-Ferreira, M., Alves, S. & Silveira-Maia, C. (2018). The use of the international classification of functioning, disability and health in an interactive perspective: the assessment and intervention of students’ additional support needs in Portugal. Disability and Rehabilitation, 1-9. https://doi.org/10.1080/09638288.2018.1483433