Results | University of Saint Joseph Research Output

Correia, A., & Marques, T. (n.d.). Prospects and pitfalls of being a good communicator: Contemplating the career choices of female students in Macau. 8th Annual Conference of the Asian Studies Association of Hong Kong, Hong Kong. http://www.ied.edu.hk/asahkconf/view.php?secid=3773

Correia, A., & Costa, J. (2002). As subculturas organizacionais e a avaliação de escolas: genealogia de uma relação conflitiva em estudo de caso. Proceedings of II Simpósio sobre Organização e Gestão escolar.

Correia, A., & Costa, A. (2003). A análise da cultura organizacional escolar através dos seus artefactos. Revista Do Fórum Português de Administração Educacional,.

Correia, A., & Costa, J. (2004). Liderança feminina nas escolas de Macau: uma abordagem exploratória. Revista Portuguesa de Investigação Educacional, 3, 89–109. https://doi.org/10.34632/investigacaoeducacional.2004.3216

Correia, A. (2009). Assimetrias de Género. Ensino e Liderança Educativa. Fundação Manuel Leão.

Tchiang, V. M. (2009). Parents, students and secondary schools in Macao [PhD in Education, University of Saint Joseph]. http://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=147069

Macao, a developing city, has been undergoing rapid and significant changes economically, culturally, and socially, partly as a consequence of the changes to the economy brought about by the gaming and tourism industry. Changes in Macao have had a major impact on its schools. Parents have a significant impact on students in school, and Macao’s secondary schools are having to handle a range of challenges and problems brought by students and their parents, many of these as a result of the changes in the wider society of Macao. The response of many schools to the challenges faced is limited, and they understate and under-use the important role played by more developed forms of parental involvement in schools. This study examines the nature, scope and extent of the problems that secondary schools in Macao are having to handle from parents and students, how the schools are handling them, and what needs to be done in order to address the problems and handle them more effectively. Through a large scale survey, interviews and a small scale questionnaire, the thesis identifies key problems facing the schools from students and parents, and it reveals that many of Macao’s secondary schools are ill-equipped to handle these, and there are many signs that the problems are becoming more acute. The thesis finds that negative parental behavior has had a stronger effect on students than positive parental behavior, and it finds that there are several reasons why the schools, in their present state, cannot address these matters effectively. A significant gap is found between what the schools indicate they should be doing and what they are actually doing to address increased parental involvement in order to impact positively on Macao’s students. Recommendations are made for intervention and action.

Correia, A., & Ribeiro, X. (2011). Panos, traje e moda em Angola: a linguagem política do corpo. In Lusofonia, Encruzilhadas Culturais, Actas da Conferência sobre Lusofonia. Saint Joseph Academic Press.

Correia, A., & Sousa, I. (2011). Lusofonia, encruzilhadas culturais, Actas da Conferência sobre Lusofonia. Saint Joseph University Press.

Correia, A., & Marques, A. (2012). The gender gap in science, engineering, technology & mathematics: unfolding traditional mindsets. 6070–6078.

Found, A., & David, S. (2013). Gender, sibling position and parental expectations: A study of Chinese college students. Journal of Family Studies, 19(3), 285–286.

Found, A., & Durante, C. (2013). The etiology disorder: Public Endorsement of Chinese beliefs in Macau. International Journal of Social Physchiatry, 59(8), 789–800.

Correia, A., & Borges, V. (2014). The fiction of Fernanda Dias and Senna Fernandes: Revisiting colonial Macau through the lens of ethnicity, gender and patriarchy. 27–36. https://papers.iafor.org/submission01402/

Monteiro, E., & Morrison, K. (2014). Challenges of collborataive blend learning in undergraduate students. Education Research and Evaluation, 20(7–8), 564–591.

Correia, A. (2015). Visions for Education among Chinese and Non-Chinese Student Teachers: Exploring Cultural Differences. The International Journal of Diversity in Education, 16(1), 15–28. https://doi.org/https://doi.org/10.18848/2327-0020/CGP/v16i01/40051

Using Habermas’s theory of communicative action, this study explores the educational visions held by a multi-cultural class of students enrolled in a teacher preparation programme set in a culturally and linguistic diverse urban environment with a recent history of colonialism. The purpose of the study was to analyse the educational and teaching visions put forward by student teachers in an essay during the course “Principles of Education,” which took place in the 2013–2014 academic year and to determine whether the variation in respondents’ vision statements was related to the students’ cultural backgrounds. The students’ awareness of the instructor’s grading role may have influenced the content of their vision statements, and thus Habermas’s theory of communicative action was selected as it allows one to focus on both the content and the process of communicative interaction. The current qualitative research presents data from twenty Macau-Chinese and twenty non-Chinese overseas students. Their visions for education and teaching were examined along the lines of culture. The findings revealed that the idealised representations of what education and teaching is, does and symbolise, varies along culture lines. Since urban educational environments are growing culturally diverse, it is recommended that additional attention be given to cultural awareness in teacher education programmes.

Ho, J. C. K. (2015). Macau, Are We Ready? Challenges On Healthcare Delivery in Nursing Home Settings (QNQ Study - Phase Two) [Research Report]. University of Saint Joseph.

Munoz-Agcaoili, S. (2015). Domestic Violence in Macao: Its Socio-Cultural, Psychological and Economic Perspectives to Public Policy Making [Research Report]. University of Saint Joseph.

Correia, A. (2015). Da aptidão à aspiração: um caminho por percorrer. CECS - Publicações / EBooks, 109–127. http://www.lasics.uminho.pt/ojs/index.php/cecs_ebooks/article/view/2132

Correia, A., Fernandes, C., & Maia, J. (2015). Attitudes and self-beliefs of ability towards mathematics and science and their effects on career choices A case study with Macao-chinese girls. 19–23. https://doi.org/10.15224/978-1-63248-085-9-54

This study explores girls’ attitudes and selfassessment of abilities towards mathematics and science and its effects on career preferences. Results from Pi

Kio, S. I. (2016). Extending social networking into the secondary education sector. British Journal of Educational Technology, 47(4), 721–733. https://doi.org/https://doi.org/10.1111/bjet.12259

Secondary schools do not have the same technical resources and capabilities as universities. They usually need to rely on ready-to-use tools to fulfill their information and communication technology (ICT) structure. Social networking site (SNS) has emerged as a practical solution to this need. However, few have collected empirical data on the application of SNS in a secondary school setting. This paper probes into the current condition of SNS usage among secondary school students using a sample of 851 students in Macau, a Special Administrative Region (SAR) of China. Data in terms of access, profile and activities are collected. The activities on SNSs are analyzed by regression techniques to produce a prediction model relating perceived academic benefit and SNS activities. The model yields a strong positive relationship between that benefit and activities such as raising questions and engaging in study-related discussions. The model also yields a weak dependency on activities such as searching for information and entertainment. The paper also evaluates the actual academic utilization of a Facebook Group for one class of secondary school students for a period of one year. At the end of the year, various opinion parameters are measured, and improvements are observed in most parameters.

Correia, A. (2017). Macau Foundation Research Project MF/2017/16: Exploring Educational Leaders’ Perspectives of Inclusion: A Macao and Oporto Comparison. [Research Report]. University of Saint Joseph.

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