@article{monteiro_challenges_2014, title = {Challenges of collborataive blend learning in undergraduate students}, volume = {20}, issn = {1380-6311}, number = {7-8}, journal = {Education Research and Evaluation}, author = {Monteiro, Elisa and Morrison, Keith}, year = {2014}, pages = {564--591}, } @techreport{monteiro_validating_2020, title = {Validating the use of the 24-item long version and the 12-item short version of the \textit{{Teachers}’ {Sense} of {Efficacy} {Scale}} ({TSES}) for measuring teachers’ self-efficacy in {Macao} ({SAR}) for inclusive education}, copyright = {http://creativecommons.org/licenses/by/4.0/}, url = {https://emeraldopenresearch.com/articles/2-36}, abstract = {Validation of the Teachers’ Sense of Efficacy Scale (TSES) for use with teachers in Macao (SAR) was undertaken to determine its usefulness as a measure of teacher self-efficacy for inclusive education. This paper discusses the results found by analyzing various versions of the TSES and TSES-C in a Chinese format with 200 pre-service teachers in Macao (SAR).\  Psychometric analyses were undertaken to investigate the validity of the existing scales and the three and two factor solutions. The results indicated a preferred 9-item version that produced improved factor loadings and reliabilities. The use of a relatively quick and short scale to measure such a complex phenomenon as teacher self-efficacy is discussed. Issues are raised regarding generalizability of scales and the impact of culture, demographics, and edifying issues that may impact on the usefulness of such scales.}, language = {en}, number = {2:36}, urldate = {2023-04-04}, institution = {Emerald Open Research}, author = {Monteiro, Elisa and Forlin, Chris}, month = jun, year = {2020}, doi = {10.35241/emeraldopenres.13541.1}, note = {Type: article}, keywords = {Inclusive education, Macao, scale development, self-efficacy}, } @phdthesis{vong_content_2020, address = {Macau}, title = {A {Content} {Analysis} of {School} {Bullying}: {A} {Review} of {Macau} {Newspaper} {Reports}}, shorttitle = {A {Content} {Analysis} of {School} {Bullying}}, url = {https://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=175100&query_desc=an%3A27020}, language = {eng}, school = {University of Saint Joseph}, author = {Vong, Fan Nei}, collaborator = {Monteiro, Elisa}, year = {2020}, keywords = {Thesis and Dissertations Master of Education (MED), University of Saint Joseph}, } @phdthesis{lee_analysis_2018, address = {Macau}, title = {An analysis of teacher questions and student responses in a primary school in {Macau}: a case study}, shorttitle = {An analysis of teacher questions and student responses in a primary school in {Macau}}, url = {https://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=174031}, language = {eng}, school = {University of Saint Joseph}, author = {Lee, Soo Mi}, collaborator = {Monteiro, Elisa and University of Saint Joseph}, year = {2018}, keywords = {Thesis and Dissertations Master of Education (MED), University of Saint Joseph}, } @phdthesis{kuok_using_2022, address = {Macau}, title = {Using {Online} {Learning} to {Enhance} {Motivation} in an {English} as a {Second} {Language} {Classroom}: {An} {Action} {Research} {Study}}, shorttitle = {Using {Online} {Learning} to {Enhance} {Motivation} in an {English} as a {Second} {Language} {Classroom}}, url = {https://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=201845&query_desc=an%3A27020}, language = {eng}, school = {University of Saint Joseph}, author = {Kuok, Weng Kei}, collaborator = {Monteiro, Elisa Pack J. F. R.}, year = {2022}, keywords = {Thesis and Dissertations Master of Education (MED), University of Saint Joseph}, } @phdthesis{u_enhancing_2022, address = {Macau}, title = {Enhancing {Secondary} {Students}' {English} {Language} {Skills} and {Engagement} through {Cooperative} {Learning}: {An} {Action} {Research} {Study}}, shorttitle = {Enhancing {Secondary} {Students}' {English} {Language} {Skills} and {Engagement} through {Cooperative} {Learning}}, url = {https://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=201682&query_desc=an%3A27020}, language = {eng}, school = {University of Saint Joseph}, author = {U, Tat Si}, collaborator = {Monteiro, Elisa Pack J. F. R.}, year = {2022}, keywords = {Thesis and Dissertations Master of Education (MED), University of Saint Joseph}, } @techreport{tchiang_grade_2017, address = {Macao}, type = {Research {Report}}, title = {Grade retention in {Macau}: {Teachers}' beliefs and attitudes.}, institution = {University of Saint Joseph}, author = {Tchiang, Isabel and Monteiro, Elisa and Lopes, Carlos and Found, Andrew}, year = {2017}, } @phdthesis{martins_enhancing_2020, address = {Macau}, title = {Enhancing {Sustainability} {Development} in {Macao} {Through} a {Green} {Educational} {Program}: {An} {Action} {Research} {Study}}, shorttitle = {Enhancing {Sustainability} {Development} in {Macao} {Through} a {Green} {Educational} {Program}}, url = {https://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=175574&query_desc=an%3A27020}, language = {eng}, school = {University of Saint Joseph}, author = {Martins, Cíntia Pacheco Leite}, collaborator = {Monteiro, Elisa Pack J. F. R.}, year = {2020}, keywords = {Thesis and Dissertations Master of Education (MED), University of Saint Joseph}, } @phdthesis{santos_content_2018, address = {Macau}, title = {Content and language integrated learning in higher education: a case study}, shorttitle = {Content and language integrated learning in higher education}, url = {https://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=174030&query_desc=kw%2Cwrdl%3A%20Content%20and%20language%20integrated%20learning}, language = {eng}, school = {University of Saint Joseph}, author = {Santos, Pedro Paulo Pereira Dos}, collaborator = {Monteiro, Elisa and University of Saint Joseph}, year = {2018}, keywords = {Thesis and Dissertations Master of Education (MED), University of Saint Joseph}, } @phdthesis{monteiro_using_2015, address = {Macau}, title = {Using {Collaborative} learning and blended learning with {Macau} undergraduate students inside and outside university classroom}, url = {http://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=174037}, abstract = {This thesis reports a mixed methods empirical research which included a university-wide survey and action research in form of a quasi-experiment in collaborative blended learning (CBL) with Macau undergraduate students. The intervention embodied the principles of social constructivism and investigated the putative benefits and challenges of CBL. The purpose of the study was to identify how to promote effective CBL in undergraduate students and to increase effective learning, motivation, autonomy, empowerment, and communication. It found that only small improvements to students’ CBL took place over time, and found that the students needed specific instruction, practice and development in how to collaborate, both with and without online learning. Despite being in a world-leading, enriched digital environment, the students were new to collaboration and online learning. Students discovered and appreciated the benefits and challenges to collaboration and CBL largely by doing it. The thesis shows that CBL does not release teachers from their instructional and pedagogical roles; rather they place teachers at the heart of effective practice and improvements. The study underpins the need for explicit training of students in CBL. It identifies several strategies and tools which can be useful to promote effective genuine CBL}, school = {University of Saint Joseph}, author = {Monteiro, Elisa Pack Jon Fong Rendall}, collaborator = {Morrison, Keith and Correia, Ana Maria}, year = {2015}, keywords = {PhD in Education (D-SE), Thesis and Dissertations, University of Saint Joseph}, } @phdthesis{fernandes_maximizing_2016, address = {Macau}, title = {Maximizing verbal communication in {English} amongst {Macau} {Chinese} secondary students in private tutorial sessions}, url = {https://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=148070}, language = {eng}, school = {University of Saint Joseph}, author = {Fernandes, Keith Otteran Reis}, collaborator = {Monteiro, Elisa Pack J. F. R. and University of Saint Joseph}, year = {2016}, keywords = {Thesis and Dissertations Master of Education (MED), University of Saint Joseph}, } @techreport{correia_inclusive_2017, address = {Macao}, type = {Research {Report}}, title = {Inclusive education in {Macao}: {Teachers}' perceptions and attitudes}, institution = {University of Saint Joseph}, author = {Correia, Ana and Teixeira, Vitor and Monteiro, Elisa and Kuok, A. C. H.}, year = {2017}, } @article{correia_interplay_2019, title = {The interplay between a {Confucian}-heritage culture and teachers’ sentiments and attitudes towards inclusion in {Macao}}, volume = {5}, number = {2}, journal = {European Journal of Special Education Research}, author = {Correia, Ana and Monteiro, Elisa and Kuok, Angus and Forlin, Christine and Teixeira, Vitor}, year = {2019}, pages = {43--60}, } @incollection{goldan_enhancing_2021, title = {Enhancing {Teacher} {Education} by {Utilizing} a {Revised} {PGDE} {Curriculum} as a {Fundamental} {Resource} for {Inclusive} {Practices} in {Macao}}, isbn = {978-1-80043-457-8}, url = {https://www.emerald.com/insight/content/doi/10.1108/S1479-363620210000015012/full/html}, urldate = {2021-12-06}, booktitle = {International {Perspectives} on {Inclusive} {Education}}, publisher = {Emerald Publishing Limited}, author = {Monteiro, Elisa and Forlin, Chris}, editor = {Goldan, Janka and Lambrecht, Jennifer and Loreman, Tim}, month = jan, year = {2021}, doi = {10.1108/S1479-363620210000015012}, keywords = {Inclusive education, Knowledge transfer, Pedagogical practice, Post-graduate diploma in education, Programme design, Teachers}, pages = {147--164}, } @article{monteiro_perceived_2019, title = {Perceived efficacy of teachers in {Macao} and their alacrity to engage with inclusive education}, volume = {23}, issn = {1360-3116}, url = {https://doi.org/10.1080/13603116.2018.1514762}, doi = {10.1080/13603116.2018.1514762}, abstract = {This paper reports findings of a mixed methods study examining private school teachers’ perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept these students in the future. Within the context of teacher preparedness for inclusive education, the study found that a number of teachers felt that they were not at all prepared to teach students with SEN. Whilst some teachers suggested that they lacked skills and knowledge in teaching in inclusive classrooms, some felt overwhelmed with the challenges. The teachers proposed that they would need to know how to provide instructional adaptations and modifications to support students with SEN. Implications for continuous development of teacher training and education are discussed within the context of improving teacher efficacy and how private school teachers could better respond to the challenges of inclusive education in Macao.}, number = {1}, urldate = {2021-02-17}, journal = {International Journal of Inclusive Education}, author = {Monteiro, Elisa and Kuok, A. C. H. and Correia, Ana and Forlin, Chris and Teixeira, Vitor}, month = jan, year = {2019}, note = {9 citations (Crossref) [2022-09-21] Publisher: Routledge \_eprint: https://doi.org/10.1080/13603116.2018.1514762}, keywords = {Inclusive education, Macao, teacher education, teacher efficacy}, pages = {93--108}, } @article{teixeira_placement_2018, title = {Placement, inclusion, law and teachers’ perceptions in {Macao}’s schools}, volume = {22}, issn = {1360-3116}, url = {https://doi.org/10.1080/13603116.2017.1414318}, doi = {10.1080/13603116.2017.1414318}, abstract = {In Macao, the government has initiated a debate regarding revisions in the Decree Law in order to promote a more inclusive schooling system. In this Special Administrative Region of China, inclusive education is one of three possible types of special education that are likely be legislated in the future. The way the teachers perceive the different aspects related to inclusive education, namely the principles, concepts and law, is essential for its full implementation. The aim of this study is to understand teachers’ perceptions about the proposed amendments in the consultation document for changes in the special education regime. In particular, we focus on teachers’ acceptance of the recommended role of parents, the proposed placement models and expectations for teacher training. A mixed-methods approach with a survey of a sample of 500 teachers in private schools and interviews to a sub-sample of 20 provide the data. While agreeing in principle with the majority of the proposed changes in the Decree Law, there were several reservations made by the teachers, especially regarding the extent of parental choice, placement decisions and teacher training. Recommendations to continue the pathway for a more inclusive education system in Macao and for further research are made.}, number = {9}, urldate = {2021-02-17}, journal = {International Journal of Inclusive Education}, author = {Teixeira, Vitor and Correia, Ana and Monteiro, Elisa and Kuok, A. C. H. and Forlin, Chris}, month = sep, year = {2018}, note = {7 citations (Crossref) [2022-09-21] Publisher: Routledge \_eprint: https://doi.org/10.1080/13603116.2017.1414318}, keywords = {Disability, education policy, inclusive education, special education, special education needs}, pages = {1014--1032}, } @article{kuok_effect_2020, title = {The {Effect} of {Self}-{Efficacy} and {Role} {Understanding} on {Teachers}’ {Emotional} {Exhaustion} and {Work} {Engagement} in {Inclusive} {Education} in {Macao} ({SAR})}, issn = {1034-912X, 1465-346X}, url = {https://www.tandfonline.com/doi/full/10.1080/1034912X.2020.1808949}, doi = {10.1080/1034912X.2020.1808949}, abstract = {This study examined responses from 508 full-time teachers working in inclusive schools in Macao (SAR). The intention was to understand the teachers’ perceptions about their roles and how they responded to inclusive practices in their school. Teachers’ perceived levels of emotional exhaustion and cognitive work engagement were assessed in relation to several professional competencies (self-efficacy with using inclusive instruction, collaborating with parents and paraprofessionals, and managing disruptive behaviours), as well as the organisational variable of role understanding. Regression analysis showed that teachers’ self-efficacy with using inclusive instruction was found to be the most powerful negative predictor of emotional exhaustion; while self-efficacy for managing disruptive behaviours was a positive predictor of teachers’ cognitive work engagement. Teachers’ level of understanding of their role and that of their schools was a negative predictor of emotional exhaustion and a positive predictor of cognitive work engagement. Moreover, it further confirmed that the concept of co-existence between work engagement and burnout can be applied to inclusive teachers. Results were interpreted in relation to management in inclusive schools in Macao and were followed by a discussion on the implications of enhancing inclusive education.}, language = {English}, urldate = {2021-01-29}, journal = {International Journal of Disability, Development and Education}, author = {Kuok, A. C. H. and Teixeira, Vitor and Forlin, Chris and Monteiro, Elisa and Correia, Ana}, month = aug, year = {2020}, note = {1 citations (Crossref) [2022-09-21]}, pages = {1--19}, } @phdthesis{ho_implementation_2017, address = {Macau}, title = {Implementation of item response theory to {English} grammar assessment to map students' understanding and to foster learning}, url = {https://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=148074}, language = {eng}, school = {University of Saint Joseph}, author = {Ho, U. Kei}, collaborator = {Monteiro, Elisa Pack J. F. R. and Negreiros, João Garrott Marques and University of Saint Joseph}, year = {2017}, keywords = {Thesis and Dissertations Master of Education (MED), University of Saint Joseph}, } @article{correia_interplay_2019, title = {{THE} {INTERPLAY} {BETWEEN} {A} {CONFUCIAN}-{HERITAGE} {CULTURE} {AND} {TEACHERS}' {SENTIMENTS} {AND} {ATTITUDES} {TOWARDS} {INCLUSION} {IN} {MACAU}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://zenodo.org/record/3548921}, doi = {10.5281/ZENODO.3548921}, abstract = {Macau Special Administration Region (Macau SAR) is in the process of revising legislation concerning special and inclusive education. While the institutional discourse revolves around establishing inclusive education, it is unclear as to how the proposed changes will enable or depress this from occurring. This research, therefore, examined teachers’ attitudes towards inclusion as an indication of how well the new legislation may be received. Specifically, it investigated the interplay between 508 teachers working in private schools in Macau, that identified themselves as being inclusive schools, and teachers’ sentiments and attitudes towards the acceptance of inclusion and the role that Confucian values might play in shaping these attitudes. Discussion focusses on four key outcomes that need to be addressed if a significant improvement in including all children in regular schools in Macau is to be achieved. These include the need (1) to clarify the concept of inclusion at government, school, and teacher levels as it currently has ambiguous meaning; (2) to provide teachers with more opportunities to have systematic contacts with students with SEN, as this is crucial to improving their sentiments and attitudes toward people with disability; (3) to provide professional learning about inclusive education with better partnerships between teacher education institutions and schools to bridge theory and practice; and (4) to review the hidden influence of the subtle levels of time-honoured Confucian beliefs in Macau, which are not manifest nor easily detected but possibly have a deep impact on day-to-day practices.}, urldate = {2022-10-30}, author = {Correia, Ana and Forlin, Chris and Teixeira, Vitor Manuel dos Santos and Kuok, A. C. H. and Monteiro, Elisa}, month = nov, year = {2019}, note = {Publisher: Zenodo}, }