http://hdl.handle.net/10451/2358 2013-05-23T22:29:12Z 2013-05-23T22:29:12Z Simão, Ana Margarida Veiga Flores, Maria Assunção http://hdl.handle.net/10451/5552 2012-03-13T16:45:54Z 2010-01-01T00:00:00Z

Title: Student-Centred Methods in Higher Education: Implications for Student Learning and Professional Development Authors: Simão, Ana Margarida Veiga; Flores, Maria Assunção Abstract: This paper presents findings from two case studies carried out in two Portuguese universities in order to analyse and understand the implications of two participatory methods of teaching and learning: portfolio and project led-education. Case 1 involved the use of portfolio as a strategy for enhancing students’ self-regulated learning. Case 2 was a project-led course (one-year project) during which students were asked to design and develop a training course for a real/professional context for a real group of professionals in a given institution. Active and cyclical model of self-regulation learning occurs according to three phases: forethought, performance (volitional) control, and selfreflection; development of competencies (disciplinary and non-disciplinary); team work; and articulation university/professional context are some of the key features of these methods. Findings suggest a better understanding of teaching and learning dimensions at higher education, namely in regard to processes and outcomes of learning, skills development, and changes both conceptual and attitudinal. In the paper, students’ perceptions about participatory methods are discussed, as well as the factors that contribute to students’ active engagement and ways of promoting the effective use of these kinds methods. Overall, a number of dimensions were identified: i) the transition from a single towards a plural perspective; ii) the transition from a teaching-centred approach towards a learning-centred one; iii) the transition from discourse to action; iv) the transition from a an outcome approach to assessment towards a continuous and formative one; v) the transition from a disciplinary approach towards a cross-disciplinary one. Description: An earlier version of this paper was presented at the 87th Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA, USA, 7-11th April 2006

2010-01-01T00:00:00Z Moreira, João M., 1964- http://hdl.handle.net/10451/4315 2011-10-19T12:39:42Z 2011-10-01T00:00:00Z

Title: Adult attachment style across individuals and role-relationships: Avoidance is relationship-specific, but anxiety shows greater generalizability Authors: Moreira, João M., 1964- Abstract: A generalisability study examined the hypotheses that avoidant attachment, reflecting the representation of others, should be more relationship-specific (vary across relationships more than across individuals), while attachment anxiety, reflecting self-representation, should be more generalisable across a person’s relationships. College students responded to 6-item questionnaire measures of these variables for 5 relationships (mother, father, best same-gender friend, romantic partner or best opposite-gender friend, other close person), on 3 (N = 120) or 2 (N = 77) occasions separated by a few weeks. Results supported the hypotheses, with the person variance component being larger than the relationship-specific component for anxiety, and the opposite happening for avoidance. Anxiety therefore seems not to be as relationship-specific as previous research suggested. Possible reasons for discrepancies between the current and previous studies are discussed.

2011-10-01T00:00:00Z