School quality and inclusive education (2003 - 2006)

Project Leader:

José Morgado
 
 

Project's Summary:

Considering the first goal, information devices will be organized in a deepened manner in order to gather information about pedagogical practices and will allow accessing the development and use of quality pedagogical practices. In the second goal we will continued the development of studies in order to expand the knowledge on values, attitudes and beliefs of pupils, parents, teachers and others technician about inclusive education. In what concerns the third goal, this project will be developed in four stages, corresponding to four studies. The four studies have in common three variables: ‘teachers’ receptivity to co-operation’, ‘practical impacts of co-operation’ and
‘co-operation practices’. The first study - in course – aims to study the relations between professional satisfaction among teachers and the variables ‘teachers’ receptivity to co-operation’, ‘practical impacts of co-operation’ and ‘co-operation practices’. The second study aims to inquire the relations between school culture and organizational climate and the variables ‘teachers’ receptivity to co-operation’, ‘practical impacts of co-operation’ and ‘co-operation practices’ and e will occur in 2nd year of implementation of this project. The third study will occur in 3rd year and aims to establish relations between professional stress and the variables ‘teachers’ receptivity to co-operation’, ‘practical impacts of co-operation’ and ‘co-operation practices’. The fourth and last study, will be equally carried through the 3rd year, aims to determine the relations between teachers’ self-efficacy beliefs and the variables ‘teachers’ receptivity to co-operation’, ‘practical impacts of co-operation’ and ‘co-operation practices’. Concerning the behaviour and disciplinary problems in adolescents at school, we will develop a study in order to analyze the expected relation between parental styles and school behaviour.
 
 

Project’s aims:

1. To identify the importance and difficulty that teachers attribute to the use of differentiated pedagogical practices.
2. To access the attitudes, values and beliefs about inclusive education of the different elements involved in the educational processes.
3. To analyze the relations between teachers’ co-operation, teachers’ professional satisfaction, professional stress, culture and organizational climate of the schools and teachers’ self-efficacy beliefs.
4. To analyze relation between parental styles and behaviour and disciplinary problems at school.

Horários e Contactos

Dias úteis

das 9:30h às 13:30h

uipcde@ispa.pt

+351 21 881 1700/ 77