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Orlanda Cruz Isabel Abreu-Lima Catarina Canário Margaret Burchinal 《Parenting, science and practice》2018,18(2):126-140
Objective. Children vary in how sensitive they are to environmental influences. Child temperament is an individual difference factor that appears to moderate the impact of environment on early child development. This study contrasts the “diathesis-stress/dual risk” and “differential susceptibility” models in examining difficult temperament as a moderator of the relation between preschool parenting and school-aged child persistence. Design. A longitudinal design included 61 typically developing Portuguese children (31 girls) assessed when they were toddlers (Time 1 at 1–3 years), preschoolers (Time 2 at 4–6 years), and school aged (Time 3 at 8–10 years). At Time 1, parents were recruited and interviewed. At Time 2, semi-structured mother–child interactions were observed, and preschool teachers rated children’s temperament. At Time 3, children’s task persistence was rated by their elementary teachers. Results. Difficult temperament moderated the association between mother–child interactions and child persistence, with stronger associations for children with more difficult temperaments. Conclusions. Consistent with the diathesis-stress model, results reveal that high levels of positive parenting reduce the risk of low self-regulation associated with difficult temperament. 相似文献
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Orlanda Tavares Cristina Sin Pedro Videira Alberto Amaral 《Assessment & Evaluation in Higher Education》2017,42(8):1293-1305
Internal quality assurance systems are expected to improve the institutions’ core mission of teaching and learning. Using data gathered through an online survey, distributed in 2014/2015, to the teaching staff of all Portuguese private and public higher education institutions, this paper examines the impact of internal quality assurance systems on teaching and learning from the perspective of academics. Findings suggest that Portuguese academics feel that, despite the positive contribution of internal quality assurance towards an increased awareness of teaching quality issues at their institutions, the practical effects of these systems have been more related to increasing bureaucracy than to substantive improvements in teaching and learning. The use of information with a view to improvement and teaching staff involvement in the development of quality assurance were found to induce positive changes in teaching and learning, in academics’ perceptions. Based on the findings, the paper makes recommendations for institutional practice. 相似文献
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Orlanda Tavares Cristina Sin Alberto Amaral 《Assessment & Evaluation in Higher Education》2016,41(7):1049-1064
In Portugal, the agency for assessment and accreditation of higher education has recently included in its remit, beyond programme accreditation, the certification of internal quality assurance systems. This implies lighter touch accreditation and aims to direct institutions towards improvement, in addition to accountability. Twelve institutions have already undertaken the certification, and both self-assessment and external assessment reports are available. Based on the qualitative analysis of the nature of institutional strengths and weaknesses highlighted in these evaluation reports, the paper aims to understand whether the identified strengths and weaknesses are related to procedural and organisational matters or to cultural change (values and beliefs), in turn offering an insight into the quality culture(s) which characterise higher education institutions in Portugal. Findings suggest that the quality culture of the analysed institutions is somewhere between responsive and reactive. Overall, all reports dwell more on the prioritisation of formal and structural procedures, both regarding strengths and weaknesses. External reports point towards more weaknesses related to stakeholders’ participation. Both aspects are more frequent in polytechnics than in universities. These findings suggest that polytechnics are more reactive, whereas universities are more responsive. Therefore, accountability apparently continues to be, for the time being, a more pressing concern than improvement. 相似文献
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The student population is becoming increasingly diversified and heterogeneous. In a climate of decreasing traditional enrolments in the Portuguese higher education system and increasing competition for students, it becomes essential to understand the reasons and motivations that attract students to higher education and which are the more relevant factors they consider when choosing a higher education institution. This article presents the preliminary analysis of the results of a questionnaire filled in by a sample of 11,467 students entering different types of higher education institutions in 2006/07. 相似文献
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As part of a progressive change occurring in the way public sector beneficiaries are conceived, higher education students started to be more and more perceived as clients or consumers. This implies assuming them as rational and conscious actors aware of what to expect from higher education attendance and of its returns. Framed by the metaphor of students as consumers, this paper aims to discuss whether students behave as rational consumers when choosing to enrol in higher education. Based on the findings of a qualitative study analysing Portuguese students’ choices it is possible to conclude that they tend to behave as rational consumers when they decide to attend higher education and when they choose a given institution, but not when they decide on attending a specific study programme. In this last case, instead of comparing the diverse study programmes and collecting information before forming their preference, students first formed this preference and, only then, gathered information. Student socialisation process emerged as a key element in shaping the preference for the study programme and in the vocation to choose it. 相似文献
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In Portugal, research productivity is nowadays essential for the positive assessment of academics, research units and study programmes. Academic inbreeding has been highlighted in the literature as one of the factors influencing research productivity. This paper tests the hypothesis that inbreeding is detrimental for research productivity, measured through the number of publications listed in Scopus. The study resorts to a database provided by the national Agency for Assessment and Accreditation of Higher Education (A3ES), which comprises all academics teaching in all Portuguese institutions in the academic year 2015/2016. The sample selected for the analysis contains all academics with a PhD in Sociology (N=289). The study uses a special regression model for the analysis: the negative binomial logit hurdle. This was necessary given the large amount of academics with no publications or citations in Scopus, which were the dependent variables to assess research performance. The analysis provides separate results for the probability of inbred academics of having no papers/citations, and for the probability of producing more papers/citations than the non-inbred. Findings suggest that academic inbreeding, defined at the institutional level, has no negative effect on research productivity, contrary to what was expected. However, when defined at the national level, academic inbreeding is detrimental for the recognition and the impact of research: academics with a foreign PhD are more likely to have citations compared to academics who obtained their PhD in Portugal. A tendency was also noted that inbreeding might be more detrimental to research productivity in faculties of Economics than in Social Sciences and Humanities.
相似文献8.
Orlanda Tavares 《Journal of Education & Work》2017,30(1):106-121
In a context where mass higher education has eroded the job security once guaranteed by higher qualifications, students are more likely to view higher education as an ‘investment’ which should yield return in terms of their employability. The aim of this study is to understand whether Portuguese students consider employability as the main reason to choose to enrol in higher education, to choose a specific programme and to choose a specific higher education institution. Data were collected through semi-structured interviews with 60 first-year students, from universities and polytechnics, both public and private, and from three first-cycle study programmes (Arts, Pharmacy and Computer Engineering). The analysis is based on a qualitative study exploring Portuguese students’ perceptions underlying their higher education choices. Findings suggest that the majority of the students interviewed considered employability as the major reason to enrol in higher education, although its importance was largely undervalued in the choice of study programme and of institution. 相似文献
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Magalhães António Amaral Alberto Tavares Orlanda 《Tertiary Education and Management》2009,15(1):35-48
Tertiary Education and Management - In 1974, when a successful revolution had overthrown a dictatorial regime, Portugal had an elite higher education system with low participation rates. In the... 相似文献
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Cristina Sin Orlanda Tavares Alberto Amaral 《Assessment & Evaluation in Higher Education》2017,42(6):860-871
The paper analyses the impact of programme accreditation in Portugal further to the operations of the Agency for Assessment and Accreditation of Higher Education, which were initiated in 2009. Tracking the evolution of study programmes, the paper found that, out of the initial 5262 programmes on offer in 2009/2010, 40% have been either discontinued or not accredited as of July 2015. The analysis revealed differences between the private and the public sectors, with higher proportions of discontinuations and closures in the former. For the discipline with the highest percentage of non-accredited programmes (Law), the main reasons for denied accreditation were analysed. The identified reasons were related to a lack of academic quality, for example, the programmes’ lack of compliance with legal requirements regarding teaching staff qualifications and full-time employment, the blurred identity of programmes, undifferentiated between university and polytechnic sectors, or curricular inconsistencies. The paper suggests that the identified reasons are likely to be symptomatic of the quality shortcomings in the provision of higher education programmes in Portugal. The data provide evidence that programme accreditation has had a powerful impact, reducing the number of programmes, increasing the number of PhD holders among teaching staff and raising institutional awareness of quality. 相似文献