Results | University of Saint Joseph Research Output

Días, J. S., & Morrison, K. (2005). Suicide prevention in schools: are Macau’s teachers prepared? Macau Inter-University Institute. https://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=178158

Correia, A., Teixeira, V., Monteiro, E., & Kuok, A. C. H. (2017). Inclusive education in Macao: Teachers’ perceptions and attitudes [Research Report]. University of Saint Joseph.

Correia, A., Teixeira, V., & Forlin, C. (2021). Home–School Collaboration in Assessment, Placement, and Individual Education Plan Development for Children With Special Education Needs in Macao: The Views of Parents. School Community Journal, 31(1). https://www.adi.org/journal/2021ss/CorreiaEtAlSS21.pdf

The aim of this study was to explore home–school collaboration in the areas of assessment, placement, and Individual Education Plan (IEP) development for children identified with disabilities or special educational needs (SEN) in Macao. Despite the noted benefits of parent–school partnerships from prior research, minimal research has been conducted from the perspective of parents of children with SEN to examine whether these partnerships materialize in the context of Macao. Participants included 115 parents of school-aged children diagnosed with SEN. They provided demographic information and completed a 36-item questionnaire derived from two validated instruments. The research identified a range of factors which hinder parental involvement in decision-making and in the inclusion of children with SEN in optimal ways in Macao schools. Parents indicated they were not receiving relevant information and assessment feedback from the teachers; they were minimally involved in the IEP process, and their children were not receiving one-to-one support, regardless of the type of placement. Parents also underlined issues related to the timing of assessment procedures. Parents of children attending special classes in regular schools voiced more satisfaction with support provision than parents of children following the full inclusion model. Recommendations about how services could be improved for greater parental involvement are discussed. Key Words: parental involvement, school–family collaboration, inclusion, special educational needs, Macao, Individual Education Plans, IEP

Correia, A., & Teixeira, V. (2017). Catholic schools and inclusive education in Macao: a journey of a thousand miles. EDUCA - International Catholic Journal of Education, 3. https://educa.fmleao.pt/wp-content/uploads/2017/06/Educa_3_06_Correia_Ana_M.-Teixeira_Vitor_S.pdf

Correia, A., & Teixeira, V. (2017). “The will and the way of inclusive education in Macao”,. Asian Education and Development Studies, 6(4), 401–413. https://doi.org/https:// doi.org/10.1108/AEDS-05-2016-0040

Correia, A., & Tchiang, V. M. (2019). Principal perspectives. In Perspectives on Inclusion (pp. 13–31). University of Saint Joseph.

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

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., Norte, P., & Garrot, J. (2017). Using digital reading platforms to develop Chinese elementary students’ English reading. Fall 2017.

Correia, A., Monteiro, E., Kuok, A., Forlin, C., & Teixeira, V. (2019). The interplay between a Confucian-heritage culture and teachers’ sentiments and attitudes towards inclusion in Macao. European Journal of Special Education Research, 5(2), 43–60.

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

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

Correia, A., Fernandes, C., & Maia, J. (2018). Attitudes and self-beliefs of ability towards mathematics and science and their effects on career choices: A case study with Macao-Chinese girls. In Beyong mirrors: Research pathways (CeiDE 2013-2017) (pp. 193–204). Edições Universitárias Lusófonas.

Correia, A., Couzens, D., & Ho, K. L. C. (Eds.). (2019). Perspectives on Inclusion. University of Saint Joseph. http://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=148198&query_desc=kw%2Cwrdl%3A%20Perspectives%20on%20inclusion

In an inclusive education system, educators engage with increasing their understanding of individual differences, especially in regard to learning, and develop and adjust learning and assessment tasks and contexts in ways that make them accessible and appropriate for all students regardless of starting ability levels, interests, learning strengths and weaknesses. In inclusive schools, diverse approaches to learning are valued and all learners are challenged and supported to be successful in their learning goals. Macao has begun the journey to develop an increasingly inclusive education system. This book has been written as the journey is beggining and explores some of the different perspectives twoard inclusion and interpretaions of "inclusive education" within Macao's education systems and the wider community at this time. The main aims of the research presented in this book are to understand the different views and roles of staff in Macao schools and in the wider community. The book raises questions about how inclusion in Macao might unfold and identifies areas where efforts may be needed to progress inclusive education.

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

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/

Correia, A. M. (2019). Classroom management into learning: using phenomenography to analyse student teachers’ conceptions of classroom management. Revista Portuguesa de Investigação Educacional, n. 19, 257-280 Páginas. https://doi.org/10.34632/INVESTIGACAOEDUCACIONAL.2019.5300

Classroom management is a critical area in the curriculum of teacher education programs. Student teachers’ conceptions of the role of the teacher as a class leader are frequently backed by their intuition and experience as students and socio-cultural context rather than evidence-based. This paper examines the conceptions of classroom management held by a multicultural group of forty-four student teachers attending a teacher education program at a higher education institute in Macao. The study aims at understanding the patterns of variation expressed by student teachers regarding the purpose and relevance of the object of learning. It compares a) the patterns of variation in students’ views of classroom management, and b) the students’ learning progress based on the pre-and post-test. The phenomenographic approach was adopted as the conceptual framework. Participants handwritten transcripts from student teachers at the first and last sessions of the course are the primary type of data collection. The findings show that changes in student teachers’ understanding of the conceptions of classroom management occurred during the course. The initial preferences for disciplinary approaches to classroom leadership have given way to conceptions of promoting the integration of classroom management into learning. The participants expressed increasing adherence to classroom management systems targeting and providing behavioural and academic supports and interventions to children and adolescents with and without special needs.

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