Filipa Seabra

Datos Biográficos

ID1433947
NOMBREFilipa Seabra
NOMBRESFilipa
APELLIDOSeabra
FIRMASEABRA F
AFILIACIONESUniversidade Aberta
ORCID0000-0003-1690-9502
VERIFICADOSí
TOTAL DE OBRAS16
TOTAL DE CITAS0
TOTAL COMO AUTOR16
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2021
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H0

  • What makes school a happy place? Development and validation of a measurement scale for students

    Open AccessPatrícia Gramaxo, Alvaro Dias et al.ARTICLEFrontiers in Education2026

    Introduction In addition to academic results, schools are increasingly mandated with promoting student happiness, contributing to their well-being, instilling a sense of belonging, and fostering the development of social and emotional skills. Thus, it is essential to have validated instruments to assess the overall happiness of schools. This article proposes a scale that assesses school happiness, as perceived by students. Methods Data was obtain…

  • Higher education student engagement in the academic community

    Open AccessFeliciano Veiga, Feliciano Henriques Veiga et al.ARTICLEFrontiers in Education2026

    Background Engagement in the academic community is increasingly recognized as a crucial aspect of students' social integration in higher education, with implications for persistence, academic success, and wellbeing. However, its assessment remains problematic, as existing instruments often blur the distinction between community engagement and learning engagement, obscuring their distinct predictive value. Objectives The primary objectives of this…

  • Assessing school happiness

    Open AccessPatrícia Gramaxo, Alvaro Dias et al.ARTICLEFrontiers in Education2025

    Introduction Parents are one of the stakeholders in evaluating schools, and families’ perspectives about schools are increasingly acknowledged as essential to educational decision-making. However, little is known about how parents’ perspectives on school happiness can be assessed. This article proposes a model for evaluating school happiness as perceived by parents/guardians. Methods Data were obtained through questionnaires administered to 641 p…

  • Centros escolares

    Open AccessHelena Maria Cerqueira Gonçalves Miranda, Marta Abelha et al.ARTICLEEducação e Pesquisa2024Referencias: 2

    As práticas colaborativas docentes têm sido objeto de crescente atenção, particularmente quanto ao impacto na melhoria do desempenho profissional e da qualidade do ensino. O reordenamento da rede escolar, em Portugal, ocorrido há duas décadas, congregou os docentes dos primeiros níveis de educação (anteriormente lecionando estabelecimentos dispersos) em centros escolares. O presente artigo apresenta dados de um estudo de caso realizado em centros…

  • What makes a school a happy school? Portuguese students’ perspectives

    Open AccessPatrícia Gramaxo, Isabel Flores et al.ARTICLEFrontiers in Education2023

    Introduction UNESCO has sparked interest in the study of happy schools and, through its Happy Schools Project (HSP) framework, provides tools that enable the teaching and learning community to work towards making “happy schools” a reality. Since the understanding of happiness is culturally influenced (HSP studied Asian countries), we sought to identify parallels between the HSP framework and Portuguese schools through the eyes of students. Method…

  • Educators by proxy

    Open AccessFilipa Seabra, Marta Abelha et al.ARTICLEFrontiers in Education2023

    Introduction The COVID-19 pandemic led educational systems worldwide to transpose activities planned for face-to-face education to mediated contexts - through what is known as Emergency Remote Teaching and Learning (ERTL). This posed unprecedented challenges to schools, teachers, families, and students. In this context, it was relevant to describe and understand how parents perceived this process, including what challenges to themselves and their…

  • What Makes a School a Happy School? Parents’ Perspectives

    Open AccessPatrícia Gramaxo, Filipa Seabra et al.ARTICLEEducation Sciences2023

    Well-being, equity, and inclusion are central aspects of happy schools. In this context, we aim to provide information to identify the characteristics of happy schools and Portuguese children’s level of happiness at school. In total, one thousand three hundred and ninety-nine parents of children from five to twenty years old participated in this study by answering a mostly open-ended questionnaire. They indicated their perceptions of how happy th…

  • Conceito de práticas pedagógicas transformadoras

    Open AccessMaria Adélia Da Costa, Lícia Flávia Santos Guerra et al.ARTICLEDebates em educação2023

    Apresenta-se neste manuscrito percepções docentes e discentes sobre práticas pedagógicas desenvolvidas num curso técnico, visando a convergência destas percepções para a formação do pensamento crítico, do sujeito autônomo e criativo, que associamos ao conceito de práticas pedagógicas transformadoras. Trata-se de uma pesquisa qualitativa e descritiva cujos resultados indicaram que a maioria dos professores sente necessidade de formação continuada …

  • Avaliação externa das escolas, regulação por pares, trabalho colaborativo e qualidade educativa

    Open AccessHelena Maria Cerqueira Gonçalves Miranda, Filipa Seabra et al.ARTICLEPraxis Educativa2023

    A Avaliação Externa das Escolas (AEE) em Portugal incide, no seu atual III Ciclo, nos processos de melhoria sustentados nas práticas docentes e introduz o conceito de "regulação e trabalho colaborativo". Assim, este estudo visou perceber como esta nomenclatura terá sido traduzida, pelas equipas de AEE, nos seus relatórios. A investigação, apoiada numa metodologia descritiva, interpretativa, de análise de conteúdo, tendo como corpus de análise dez…

  • Schools’ Strengths and Areas for Improvement

    Open AccessFilipa Seabra, Susana Henriques et al.ARTICLEFrontiers in Education2022

    In the context of schools’ growing autonomy, external evaluation mechanisms, including External Evaluation of Schools (EES), are increasingly central to educational policies. This paper is based on the documentary analysis of all reports of the third cycle of EES in Portugal (77 reports), focusing on two of the sections of those reports—the strengths and areas for improvement identified in them. The analysis intends to uncover the areas EES is cu…

  • Teaching Students with Learning Difficulties or Disabilities

    Open AccessHelena Inês, Josenei Alves Pacheco et al.ARTICLEEducation Sciences2022

    This article focuses on how curricular and pedagogical differentiation for students of special education is perceived by teachers of the second cycle of basic education in Portugal. The objectives of this research were (i) to inquire about the teachers’ perceptions regarding their training path and their training needs; (ii) to characterize the teaching practices of teachers, aimed at students of special education; and (iii) to learn the percepti…

  • Policies and practices of external evaluation of schools

    Open AccessFilipa Seabra, Marta Abelha et al.ARTICLEEnsaio Avaliação e Políticas…2022

    Teaching has traditionally been a solitary profession. However, both because of the growing awareness of the complexity of teaching and the emergence of a notion of curriculum based on transversal competences, teachers’ collaborative work is currently the focus of increased attention and research. Teacher collaboration has a paradoxical status in schools, as desired by educational policies and by teachers’ and schools’ discourses, but there is li…

  • Teachers’ conceptions about inclusion and work with students with Special Educational Needs in Portugal

    Open AccessHelena Inês, Filipa Seabra et al.ARTICLERecherche & formation2022

    This paper aimed to analyse the conceptions of Portuguese regular education teachers about working with students with Special Educational Needs (SEN), using a quantitative methodology. We present data collected via a closed-question online survey (n = 50). The results point to a growing concern with managing diversity, particularly among students with SEN, observable in the respondents’ conceptions. Respondents advocated differentiated teaching a…

  • Emergency Remote Teaching and Learning in Portugal

    Open AccessFilipa Seabra, Antônio Teixeira et al.ARTICLEEducation Sciences2021

    Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions made available online between April and May of 2020, a sample of 305 preschool, basic, and secondary school teachers expressed their perspectiv…

  • A supervisão pedagógica na política e na prática educativa

    Open AccessFilipa Seabra, Ana Mouraz et al.ARTICLEEducation Policy Analysis Archives2021

    A Avaliação Externa das Escolas (AEE) tem sido reconhecida, em Portugal, como um importante mecanismo de produção de mudanças nas escolas do ensino não superior, muito embora essas mudanças nem sempre pareçam atingir o cerne da ação educativa - a sala de aula. Atualmente no seu terceiro ciclo de implementação, a AEE privilegia o foco nos processos, concretamente nos processos de ensino. Tal justifica que prestemos um olhar atento à forma como pro…

  • Supervisão Pedagógica

    Open AccessFilipa Seabra, Marta Abelha et al.ARTICLEPraxis Educativa2021

    Perante um contexto ainda pouco recetivo à supervisão pedagógica, mas assinalando mudanças e uma pressão crescente no sentido da sua valorização, o estudo realizado visou caracterizar as experiências e perspetivas de educadores de infância da rede pública em Portugal sobre a supervisão pedagógica. Foi aplicado um questionário previamente validado (GASPAR et al., 2019). Orientaram a pesquisa, perspetivas teóricas sobre supervisão pedagógica aprese…