Results | University of Saint Joseph Research Output

Beyong Mirrors: Research Pathways (CeiDE 2013-2017). (2018). In Attitudes and self-beliefs of ability towards mathematics and science and their effects on career choices: A case study with Macao-Chinese girls.

Classroom management strategies for children with emotional challenges: voices of special education teachers. (2019). University of Saint Joseph.

Culturally Responsive Teaching: Attitude and Practice among Teachers in Macau. (2019). [Research Report]. University of Saint Joseph.

Education for justice-oriented and participatory citizenship in a politicized era in Hong Kong. (2018). In Handbook of Research on Education for Participative Citizenship and Global Prosperity. Hershey, PA.

In search of aesthetic education: Student teachers’ perspective and practice with sensory-based approach in Infant Education. (2019). [Research Report]. University of Saint Joseph.

Preparing Pre-service Teachers to Become Effective Inclusive Practitioners: Impact on Self-Efficacy. (2019). [Research Report]. University of Saint Joseph.

Secondary Teachers’ Attitudes Toward Curriculum Reform in Macau. (2019). [Research Report]. University of Saint Joseph.

Use of apparatuses in science laboratory: developmental characteristics of didactical interactions. (2018). The International Education & Learning Review.

Chris Cheung, H. W., So, M. Y. L., Choi, C. U. F., & Chow, C. F. P. (2018). The influence of SAR government performance on people’s trust toward Central government: Implications for Hong Kong and Macau civic education. Asian Education and Development Studies, 8(1), 47–58. https://doi.org/10.1108/AEDS-04-2017-0039

Purpose The purpose of this paper is to explore the influence of Special Administrative Region (SAR) performance on the “trust” of Hong Kong and Macau people, who “live” under similar context of “one country, two systems,” toward Beijing Central Government. The different perceptions, relating to the abovementioned issue, of the young peoples’ are also investigated. Implication for civic education in these two societies will be brought to light. Design/methodology/approach This study adopts secondary data analysis on the captioned topic. To further illustrate the said issue, this study reviews and analyzes data from protest campaigns in both societies. Findings This paper finds that the performance of Hong Kong and Macau SAR Governments has different impacts on the peoples’ “trust” toward Central Government. It may attribute to the different perceptions about the role of Central Government and levels of democratization in these societies. Civic education emphasizing the “core spirit” of “One country, two systems,” roles of SAR and Central Governments could enable young people better comprehend their relationship with Mainland China and their role as SAR–Chinese citizens. Originality/value This paper is an exploratory study for providing implications for further research on this topic.

Cohen, L., Manion, L., & Morrison, K. (2013). Research Methods in Education (0 ed.). Routledge. https://doi.org/10.4324/9780203720967

Cohen, L., Manion, L., Morrison, K., & Wyse, D. (Eds.). (2010). A guide to teaching practice (Rev. 5th ed). Routledge.

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. (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.

Correia, A. (2017). Variation in students’ conceptions of classroom management. Fall 2017.

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.

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.

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., 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., 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.

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