Bibliografia

Principal

Alexander, P. A., & Winne, P. H. (Eds.). (2006). Handbook of educational psychology (2nd Ed.). Routledge. https://doi.org/10.4324/9780203874790 Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793-828). John Wiley & Sons. Harris, K. R., Graham, S., & Urdan, T. (Eds.) (2012). APA educational psychology handbook (Volumes 1- 3). American Psychological Association. Weiner, I. B., Reynolds, W. M., & Miller, G. E. (2012), Handbook of Psychology, Volume 7, Educational Psychology (2nd Ed.). John Wiley & Sons.:

Secundária

PSICOLOGIA DA EDUCAÇÃO: DEFINIÇÃO E ÂMBITO | EDUCATIONAL PSYCHOLOGY: DEFINITION AND SCOPE Berliner, D. C. (2006). Educational psychology: Searching for essence throughout a century of influence. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 3–27). Routledge. Reynolds, W. M., & Miller, G. E. (2013). Educational psychology: Contemporary perspectives. In I. B., Weiner, W. M. Reynolds, & G. E. Miller, Handbook of Psychology, Volume 7, Educational Psychology (pp. 1-22). John Wiley & Sons. CONTRIBUTOS TEÓRICOS: UMA SELEÇÃO | THEORETICAL CONTRIBUTIONS: A SELECTION Bruner, J. S. (1963). Needed: A theory of instruction. Educational Leadership, 20(8), 523-532. Garbarino, J., & Ganzel, B. (2000). The human ecology of early risk. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (pp. 76–93). Cambridge University Press. https://doi.org/10.1017/CBO9780511529320.006 Vélez-Agosto, N. M., Soto-Crespo, J. G., Vizcarrondo-Oppenheimer, M., Vega-Molina, S., & García Coll, C. (2017). Bronfenbrenner’s bioecological theory revision: Moving culture from the macro into the micro. Perspectives on Psychological Science, 12(5), 900-910. Vygotsky, L. S. (1997). Educational Psychology. CRC Press. (Original publicado em 1926) ORGANIZAÇÃO DA ESCOLA E DA SALA DE AULA | SCHOOL AND CLASSROOM ORGANIZATION Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching (6th Ed.). Pearson. Cadima, J., Leal, T., & Cancela, J. (2011). Interacções professor-aluno nas salas de aula no 1. º CEB: Indicadores de qualidade. Revista Portuguesa de Educação, 24(1), 07-34. Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22. Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge. Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057 Krathwohl, D. R. (2002) A revision of Bloom's taxonomy: An overview. Theory Into Practice, 41(4), 212-218. doi:10.1207/s15430421tip4104_2 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. Slavin, R. E. (2016). Instruction based on cooperative learning. In R. E. Mayer, & P. A. Alexander (Eds.), Handbook of research on learning and instruction (2nd Ed., pp. 388-404). Routledge. Swap, S. M. (1993). Developing home-school partnerships: From concepts to practice. Teachers' College Press. Tan, C. Y.,Lyu, M., & Peng, B. (2020). Academic benefits from parental involvement are stratified by parental socioeconomic status: A meta-analysis. Parenting, 20(4), 241-287. doi:10.1080/15295192.2019.1694836 MOTIVAÇÃO | MOTIVATION Brophy, J. (2008). Scaffolding appreciation for school learning: An update. In M. L. Maehr, S. A. Karabenick, & T. C. Urdan (Eds.), Social psychological perspectives: Advances in motivation and achievement (Volume 15, pp. 1-48). Emerald JAI Press. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860 Stipek, D. (2011). Classroom practices and children’s motivation to learn. In E. Zigler, S., W. S. Gilliam, & S. Barnett (Eds.), The pre-K debates: Current controversies & issues (pp. 98-103). Paul H. Brookes. Wigfield, A., Muenks, K., & Eccles, J. S. (2021). Achievement motivation: What we know and where we are going. Annual Review of Developmental Psychology, 3, 87-111. https://doi.org/10.1146/annurev-devpsych-050720-103500~ INTERVENÇÃO PRECOCE NA INFÂNCIA E EDUCAÇÃO INCLUSIVA | EARLY CHILDHOOD INTERVENTION AND INCLUSIVE EDUCATION Boavida, T., Aguiar, C., & McWilliam, R. A. (2018). A intervenção precoce e os contextos de educação de infância. In M. Fuertes, C. Nunes, D. Lino, & T. Almeida (Coord.), Teoria, práticas e investigação em intervenção precoce (pp. 5-26). CIED/Escola Superior de Educação de Lisboa. ISBN: 978-989-8912-02-2 Boavida, T., Aguiar, C., McWilliam, R. A., & Correia, N. (2016). Effects of an in-service training program using the Routines-Based Interview. Topics in Early Childhood Special Education, 36(2), 67-77. doi: 10.1177/0271121415604327 Boavida, T., Silva, C. S., Aguiar, C., & McWilliam, R. A. (2022). Measuring professionals’ perceptions about collaborative consultation in early childhood intervention. International Journal of Inclusive Education, 26(14), 1309-1326. http://dx.doi.org/10.1080/13603116.2020.1806367 Carvalho, L., Almeida, I. C., Felgueiras, I., Leitão, S., Boavida, J., Santos, P. C.,… Franco, V. (2016). Práticas recomendadas em intervenção precoce na infância: Um guia para profissionais. ANIP. http://im2.anip.net/index.php/guia/versao-on-line Decreto-Lei n.º 54/2018 de 6 de julho. Diário da República n.º 129/2018, Série I de 2018-07-06, 2918 - 2928. Decreto-Lei n.º 281/2009 de 6 de outubro. Diário da República, I Série, 7298-7301. UNESCO. (1994). Declaração de Salamanca sobre princípios, política e práticas na área das necessidades educativas Especiais. Autor. PAPEL DO PSICÓLOGO EDUCACIONAL E ESCOLAR | THE ROLE OF THE EDUCATIONAL AND SCHOOL PSYCHOLOGIST Coimbra, L. L. (1991). O psicólogo face aos outros profissionais da educação: Reflexões sobre a consultoria psicológica. Cadernos de Consulta Psicológica, 7, 21-26. Decreto-Lei n.º 190/91 de 17 de maio. Diário da República, I Série-A, 2665-2668. Breia, G., Henriques, I. M., Ribeiro, J. P., Tavares, L., Mendes, S., Barrento, T., Pereira, F. (coord.), Horta, M. J., (coord.), & Ramalho, S. (coord.) (2024). Referencial para a Intervenção dos Psicólogos em Contexto Escolar. Direção-Geral da Educação/Ordem dos Psicólogos Portugueses. https://www.dge.mec.pt/sites/default/files/EInclusiva/referencial_para_a_intervencao_dos_psicologos_em_contexto_escolar.pdf Mendes, S. A. (2019). A prática profissional da psicologia escolar. Ordem dos Psicólogos. Mendes, S. A., Abreu-Lima, I., & Almeida, L. S. (2015). Psicólogos escolares em Portugal: Perfil e necessidades de formação. Estudos de Psicologia, 32(3), 405-416. Mendes, S. A., Lasser, J., Abreu-Lima, I. M., & Almeida, L. S. (2017). All different or all the same? Exploring the diversity of professional practices in Portuguese school psychology. European Journal of Psychology of Education, 32(2), 251-269. Mendes, S. A., Pinto, A. I., Abreu-Lima, I. M., & Almeida, L. S. (2018). Práticas colaborativas dos psicólogos escolares portugueses: Uma análise de tipologias e contextos. Análise Psicológica, 36(4), 485-500. National Association of School Psychologists. (2020). Model for comprehensive and integrated school psychological services - NASP Practice Model. Author. Ordem dos Psicólogos Portugueses. (2017). Perfil dos Psicólogos da Educação. Autor.: