Bibliografia

Principal

• Sprinthall, N. A., & Sprinthall, R. C. (1993). Psicologia Educacional. Lisboa: McGraw-Hill. [PS.124 SPR*Psi] Reynolds, W. M., & Miller, G. E. (Eds.). (2003). Handbook of psychology: Volume 7: Educational psychology (I. B. Weiner, Series Ed). New York: John Wiley & Sons. [PS.140 Han,8 v.7] Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (5th ed., pp. 993-1028). New York: Wiley. Berliner, D. C. (1993). The 100-year journey of educational psychology: From interest, to disdain, to respect for practice. In T. Fagan & G. Vanden Bos (Eds.), Exploring applied psychology: Origins and critical analysis (pp. 37-78). Washington, DC: American Psychological Association. Alexander, P. A., & Winne, P. H. (2006). Handbook of educational psychology (2nd Ed.). New Jersey: Lawrence Erlbaum Associates. :

Secundária

• Outras obras poderão ser sugeridas no decurso do semestre. Decreto-Lei n.º 281/2009 de 6 de Outubro. Diário da República, I Série, 7298-7301. Ministério da Educação. Decreto n.º 3/2008 de 7 de Janeiro. Diário da República, I Série, 154-164. Ministério da Educação. Decreto-Lei n.º 300/97 de 31 de Outubro. Diário da República, I Série-A, 5986-5990. Ministério da Educação. Decreto-Lei n.º 190/91 de 17 de Maio. Diário da República, I Série-A, 2665-2668. Legislação: Wigfield, A., & Karpathian, M. (1991). Who am I and what can I do? Children's self concept and motivation in achievement situations. Educational Psychologist, 26, 233-261. Walker, I., & Crogan, M. (1998). Academic performance, prejudice, and the jigsaw classroom: New pieces to the puzzle. Journal of Community & Applied Social Psychology, 8, 381-393. Walberg, H. J., & Haertel, G., D. (1992). Educational psychology's first century. Journal of Educational Psychology, 8(1), 6-19. Vygotsky, L. S. (1997). Educational Psychology. Boca Raton, FL: CRC Press. (Obra original publicada em 1926) [PS.124 VYG*Edu] UNESCO. (1994). Declaração de Salamanca sobre princípios, política e práticas na área das necessidades educativas Especiais. http://redeinclusao.web.ua.pt/files/fl_9.pdf Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice. Boston: Allyn & Bacon. [PS.124 SLA*Coo] Pinto, A. I., & Leal, T. (1991). Reflexões sobre o papel do psicólogo educacional. Psicologia, VIII(1), 25-31. Pfeifer, J. H., Spears Brown, C., Juvonen, J. (2007). Prejudice reduction in schools: Teaching tolerance in schools: Lessons learned since Brown v. Board of Education about the development and reduction of children?s prejudice. Social Policy Report: Giving Children and Youth Development Knowledge Away, XXI(2), 3-13. Peixoto, F., & Almeida, L. S. (2010). Self-concept, self-esteem, and academic achievement: Strategies for maintaining self-esteem in students experiencing academic failure. European Journal of Psychology of Education, 25, 157-175. Osbourne, J. W., & Mollette, M. J. (2010). Grand challenges in educational psychology. Frontiers in Psychology, 1, 1-2. Neves, L., & Carvalho, R. (2002). O psicólogo em contexto escolar. Vila Nova de Gaia: Centro de Formação Gaia Nascente. [PS.124 PSI] Graesser, A. C. (2009). Inaugural editorial for Journal of Educational Psychology. Journal of Educational Psychology, 101(2), 259-261. Fan, X., & Chen, M. (2001). Parental involvement and students? academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22. Coimbra, L. L. (1991). O psicólogo face aos outros profissionais da educação: Reflexões sobre a consultoria psicológica. Cadernos de Consulta Psicológica, 7, 21-26. Cameron, R. J. (2006). Educational psychology: The distinctive contribution. Educational Psychology in Practice, 22(4), 289-304. Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34(2), 75-85. Booth, A., & Dunn, J. F. (Eds.). (1996). Family-school links: How do they affect educational outcomes. Mahwah, New Jersey: Lawrence Erlbaum. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191-215. Bairrão, J. (1995). A perspectiva ecológica em psicologia da educação. Psicologia, X(3), 7-30. Bairrão, J. (1992). A perspectiva ecológica em psicologia da educação. Cadernos de Consulta Psicológica, 8, 57-68. :