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Activity Funded

Centre for Educational Research

Centro de Investigação em Educação

Reference
UIDB/04853/2020
Project Start Date
2020-01-01
Project End Date
2024-12-31
Principal Investigator
Funding Program
Concurso de avaliação no âmbito do Programa Plurianual de Financiamento de Unidades de I&D (2017/2018) - Financiamento Base

Abstract

10.2 Summary in English for general dissemination purposes Contemporary society’s developmental level demands from educational systems the provision of well-succeeded citizens’ training and qualifications. The intricate complexity of educational processes is amplified by the commonest characteristic of educational groups, their diversity. Answering to this diversity is, certainly, the outmost challenge for contemporary educational systems. Within this framework, CIE-ISPA directs its research towards two major intertwined domains that contribute to ensure inclusive and quality education leading to relevant and effective learning outcomes. The first domain is relative to written language learning. The quality of such learning is recognized as a critical anchor for a well-succeeded schooling trajectory. Assessments at the international level have highlighted that Portuguese students show significant language performance fragilities. Because we know how crucial is learning at the beginning of formal schooling we will conduct research aiming at better understanding how written language acquisition develops throughout primary education. We will also conduct intervention studies either with students that are at-risk of developing reading and spelling difficulties or with special educational needs. We will analyse adult’s mediation role towards fostering learning so that a repertoire of educational tools is developed and integrated in preschool teachers’ training. Taking into consideration the important role of kindergarten on the emergence of written language knowledge, conceptions and attitudes, we will conduct metalinguistic awareness intervention studies at preschool and assess their impact on reading and spelling proficiency in the 1st cycle. Considering how important is an adequate learning of Portuguese as a second language by non-native speakers, we will identify and assess the effectiveness of pedagogical strategies used by preschool and 1st cycle teachers, when supporting such learning in multilingual classrooms. The second research domain focuses on the critical role that different affective factors play on education. Understanding those is mandatory to research on learning and teaching processes, and to assess quality of practices and educational contexts, that are the most suitable for addressing students’ diversity, assuring learning for all, within an inclusive paradigm. We will analyse how motivation, self-esteem and self-concept relate to learning of diverse subject areas on a range of schooling years. Characterize the role of parents/families in formal and informal support to their children or young adults, on their development and apprenticeship. We will also pay special attention to the emergence of deviant and disruptive behaviours, experienced as a major threat and challenge by educational communities. Understanding which contextual variables explain such phenomena will contribute for their more effective prevention and intervention. 10.3 Summary in English for evaluation 1. The main goal of CIE-ISPA is to contribute to the understanding of the cognitive, emotional and social processes involved in learning, within a sociocultural perspective, and to promote the quality of the educational contexts that may provide an effective support to successful learning for all, within an inclusive paradigm. We intend to: a) Analyse the literacy practices developed in kindergartens and their impact on the emergence of written language; develop naturalistic intervention studies to enhance children’s metalinguistic awareness and study their impact on children’s reading and writing outcomes in primary school; validate metalinguistic awareness assessment and intervention tools. b) Study written language acquisition throughout primary education and conduct naturalistic intervention studies to promote the acquisition of writing and reading skills by all students, namely those at risk of failure and those with special educational needs. The processes of mediation used by the teachers to support children’s learning will be analysed and teacher training materials will be created. c) Analyse teachers’ knowledge, attitudes and behaviours with regard to multilingualism and study the effectiveness of teaching strategies used by preschool and primary school teachers to promote the acquisition of Portuguese by second language learners, in multilingual classrooms. d) Create a Corpus of Word Frequency, based on the analysis of words entered in children’s storybooks and on books that are specifically used to teach reading and writing in primary schools and display it online for open access by researchers and teachers. e) Study the interrelationships between students’ behaviour, their individual beliefs, the affective components of learning (e.g. self-esteem, emotions, motivational orientations), learning environments, achievement and academic performance of students. f) Study the quality of educational and care contexts taking into account organizational aspects (e.g., leadership, school climate) and teachers’ and classroom related variables (e.g., professional satisfaction, attitudes towards inclusion, self-efficacy, well-being, classroom climate), including the study of quality of educational strategies that promote inclusive answers suited to all students. g) Analyse the intergenerational processes that may occur within the family system (e.g. quality of relationships, educational practices, parental involvement in schooling, transmission of beliefs and values) in relation to school adaptation and to the emergence of at risk behaviours in children and adolescents, and to characterize how parents/families formal and informal support influence the development and apprenticeship of their children. 2. Internationalization We intend to: a) Enlarge our network of international connections; b) Organize regular international conferences, symposiums and workshops; c) Increase the participation in international networks and continue to participate in meetings of international associations; d) Increase the development of joint research and intervention projects; e) Apply for national and international research funding to intensify joint research projects; f) Increase joint publications; g) Promote the academic mobility of PhD students and junior researchers. 3. Advanced training and scientific initiation of young students a) Continue to successfully supervise PhD and Master students; b) Apply to research grants for PhD students; c) Organize in-doors training for PhD students, workshops with international collaborators and research internships at international research centres; d) Integrate young students doing their bachelor and Master in our research activities. 4. Dissemination of results a) Continue to participate in regular teacher training activities; b) Continue to present our work in conferences, online publications, seminars, professional meetings, workshops; c) Increase our participation in projects and initiatives in the field of education promoted by local authorities; d) Continue to regularly collaborate with social media and use academic social networking sites as Research Gate; e) Create blogs as open learning platforms (e.g. Blog for the field of Early Childhood Education, about “Research and Innovation to support Disadvantaged and Diverse children” 2018-2020). 5. Special relevant actions to society a) Continue to collaborate with the Ministry of Education (DGE) on the national strategy designed to disseminate and implement the curricular guidelines for preschool education. b) Enlarge our collaboration with The Regional Government of Azores in the School Success Promotion Project, a community development project, based 8th Parliamentary Commission of Education and the Inter-Ministerial Working Group for the reformulation of the legislative framework for the promotion of inclusive education on an ecological model of promoting educational success. c) Continue to participate in working and consulting sessions promoted by the National Education Council, the 8th Parliamentary Commission of Education and the Inter-Ministerial Working Group for the reformulation of the legislative framework for the promotion of inclusive education.

Institutions

Main Institutions

  • Instituto Universitário de Ciências Psicológicas Sociais e da Vida Centro de Investigação em Educação (CIE-ISPA/ISPA)
  • Instituto Universitário de Ciências Psicológicas Sociais e da Vida (ISPA)

Funding 224.750,00 €

Fundação para a Ciência e a Tecnologia (FCT) - Portugal

224.750,00 €