Code: | P741 | Acronym: | AQCE |
Keywords | |
---|---|
Classification | Keyword |
OFICIAL | Psychology |
Active? | Yes |
Responsible unit: | Psychology |
Course/CS Responsible: | Integrated Master Psychology |
Acronym | No. of Students | Study Plan | Curricular Years | Credits UCN | Credits ECTS | Contact hours | Total Time |
---|---|---|---|---|---|---|---|
MIPSI | 52 | Official Curricular Structure | 2 | - | 3 | 30 | 81 |
- To integrate theoretical explanatory models of development and learning into a systemic-ecological rationale; - To get to know models of quality assessment of educational contexts; - To identify critical context dimensions in the promotion of development and learning; - To get to know intervention strategies to promote development and learning in educational contexts
To be able to:
- To integrate theoretical explanatory models of development and learning into a systemic-ecological rationale; - To get to know models of quality assessment of educational contexts; - To identify critical context dimensions in the promotion of development and learning; - To get to know intervention strategies to promote development and learning in educational contexts
1) Conceptualization of quality of educational contexts. Models to analyze quality of educational contexts. Different perspectives on quality. Global quality and quality in specific domains. The impact of quality on development and learning. 2)Quality in early childhood education. Assessment of global quality in child care and preschool centers. 3) Quality of language and literacy environment: An example of quality assessment in a specific domain. Intervention perspectives. 4) Quality of teacher-student interactions: From elementary to secondary school. Emotional support. Classroom organization. Instructional support. 5) The inclusion of students with disabilities: Quality of inclusive experience and development of participation in educational contexts.
Referências específicas serão indicadas nos sumários das aulas.
To participate in the expository sessions prepared by the teacher and to read the bibliography; To train the application of instruments to assess quality of educational contexts with the support of videotaped short scenes for scoring practice; To use specific procedures with the support of videotaped situations and records of classroom events; To elaborate intervention plans on the basis of data obtained through quality assessment.
designation | Weight (%) |
---|---|
Participação presencial | 0,00 |
Trabalho escrito | 100,00 |
Total: | 100,00 |
Students must attend at least 75% of the classes. Each student has to present a written report including an in-depth literature revision on a selected subject approached in the Curricular Unit.
The final grade corresponds to the classification obtained in the written report.
Students in special conditions should contact the responsible for the unit at the beginning of the semester.