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Quality Assessment of Educational Contexts

Code: LPSI317     Acronym: AQCE

Classification Keyword
OFICIAL Psychology

Instance: 2021/2022 - 2S

Active? Yes
Responsible unit: Psychology
Course/CS Responsible: First degree in Psychology

Cycles of Study/Courses

Acronym No. of Students Study Plan Curricular Years Credits UCN Credits ECTS Contact hours Total Time
PSIC 21 Official Curricular Structure 3 - 3 27 81

Teaching Staff - Responsibilities

Teacher Responsibility
Teresa Maria Pinto da Cruz Barreiros Leal

Teaching - Hours

Theoretical and practical : 2,00
Type Teacher Classes Hour
Theoretical and practical Totals 2 4,00
Teresa Maria Pinto da Cruz Barreiros Leal 4,00

Teaching language



- To get to know conceptual models to study the quality of educational contexts;
- To identify critical context dimensions in the promotion of development and learning;
- To get to know different phases of reflection and action to develop quality practices;
- To integrate the assessment and development of quality into a systemic-ecological rationale.

Learning outcomes and competences

The objectives were defined above as learning outcomes.

Working method



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.
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.

Mandatory literature

Gamelas Ana Madalena de Almeida Vieira; Literacia e qualidade em contextos pré-escolares inclusivos
Cadima Joana Dias; Teacher-child interactions and classroom quality in Portuguese elementary school classrooms
Vários; Qualidade e projecto na educação pré-escolar., Ministério da Educação, 1997
Odom, S.; Alargando a roda. A inclusão de crianças com necessidades educativas especiais na educação pré-escolar., Porto Editora, 2007
Portugal, G.; Avaliação em educação pré-escolar. Sistema de acompanhamento das crianças., Porto Editora, 2010
Leal, T., Gamelas, A. M., Barros, S., & Pessanha, M. ; Quality of early childhood environments: Discussion on the concept of quality and future perspectives, London: Palgrave MacMillan, 2017. ISBN: ISBN 978-3-319-64212-3

Comments from the literature

Specific literature will be indicated in the summary of the respective lesson.

Teaching methods and learning activities

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 participate in small and large group discussions of practical situations and in problem solving activities.



Social sciences > Psychological sciences > Psychology > Educational psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation Weight (%)
Trabalho escrito 50,00
Apresentação/discussão de um trabalho científico 50,00
Total: 100,00

Amount of time allocated to each course unit

designation Time (hours)
Estudo autónomo 31,00
Frequência das aulas 30,00
Trabalho escrito 10,00
Apresentação/discussão de um trabalho científico 10,00
Total: 81,00

Eligibility for exams

Students must attend at least 75% of the classes. Each student has to present a written report on a selected subject approached in the Curricular Unit. This report should also be presented to the class.

Calculation formula of final grade

The final grade corresponds to sum of the classification obtained in the written report (weighting of 50%) and the grade obtained in the presentation to the class (weighting of 50%).

Examinations or Special Assignments

Students under special conditions should contact the responsible of the curricular unit at the beginning of the semester.

Special assessment (TE, DA, ...)

Students in special conditions should contact the responsible for the unit at the beginning of the semester.

Classification improvement

Students can improve their grade attending the curricular unit in the year following the respective approval, if the curricular unit is in operation.

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