Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachers

Detalhes bibliográficos
Autor(a) principal: Toulia, Anastasia
Data de Publicação: 2022
Outros Autores: Alves, Silvia, Avramidis, Elias, Sanches-Ferreira, Manuela, Silveira-Maia, Monica
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.22/24187
Resumo: This study investigates the perspectives of teachers in Greece and Portugal on the effectiveness of a newly developed programme (FRIEND-SHIP intervention) aiming at fostering students’ social participation. Sixteen elementary school teachers, ten from Greece and six from Portugal, who implemented the programme in their classes were interviewed before and after implementation. The thematic analysis performed indicates that the intervention was perceived as successful in improving the students’ social skills and the overall classroom climate. Specific benefits were noted for students with disabilities and for those from racial or ethnic minority backgrounds. Overall, the FRIEND-SHIP programme was viewed as an easy to implement intervention with a relevant structure and content and was valued as very promising in fostering all students’ social participation.
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spelling Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachersSocial participationIntervention programmeSocial skills interventionInclusive classroomsThis study investigates the perspectives of teachers in Greece and Portugal on the effectiveness of a newly developed programme (FRIEND-SHIP intervention) aiming at fostering students’ social participation. Sixteen elementary school teachers, ten from Greece and six from Portugal, who implemented the programme in their classes were interviewed before and after implementation. The thematic analysis performed indicates that the intervention was perceived as successful in improving the students’ social skills and the overall classroom climate. Specific benefits were noted for students with disabilities and for those from racial or ethnic minority backgrounds. Overall, the FRIEND-SHIP programme was viewed as an easy to implement intervention with a relevant structure and content and was valued as very promising in fostering all students’ social participation.Repositório Científico do Instituto Politécnico do PortoToulia, AnastasiaAlves, SilviaAvramidis, EliasSanches-Ferreira, ManuelaSilveira-Maia, Monica2023-12-14T10:56:30Z20222022-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/24187eng10.1016/j.ijedro.2022.100205info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-20T01:56:37Zoai:recipp.ipp.pt:10400.22/24187Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T00:55:09.198181Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachers
title Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachers
spellingShingle Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachers
Toulia, Anastasia
Social participation
Intervention programme
Social skills intervention
Inclusive classrooms
title_short Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachers
title_full Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachers
title_fullStr Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachers
title_full_unstemmed Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachers
title_sort Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachers
author Toulia, Anastasia
author_facet Toulia, Anastasia
Alves, Silvia
Avramidis, Elias
Sanches-Ferreira, Manuela
Silveira-Maia, Monica
author_role author
author2 Alves, Silvia
Avramidis, Elias
Sanches-Ferreira, Manuela
Silveira-Maia, Monica
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Repositório Científico do Instituto Politécnico do Porto
dc.contributor.author.fl_str_mv Toulia, Anastasia
Alves, Silvia
Avramidis, Elias
Sanches-Ferreira, Manuela
Silveira-Maia, Monica
dc.subject.por.fl_str_mv Social participation
Intervention programme
Social skills intervention
Inclusive classrooms
topic Social participation
Intervention programme
Social skills intervention
Inclusive classrooms
description This study investigates the perspectives of teachers in Greece and Portugal on the effectiveness of a newly developed programme (FRIEND-SHIP intervention) aiming at fostering students’ social participation. Sixteen elementary school teachers, ten from Greece and six from Portugal, who implemented the programme in their classes were interviewed before and after implementation. The thematic analysis performed indicates that the intervention was perceived as successful in improving the students’ social skills and the overall classroom climate. Specific benefits were noted for students with disabilities and for those from racial or ethnic minority backgrounds. Overall, the FRIEND-SHIP programme was viewed as an easy to implement intervention with a relevant structure and content and was valued as very promising in fostering all students’ social participation.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022-01-01T00:00:00Z
2023-12-14T10:56:30Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.22/24187
url http://hdl.handle.net/10400.22/24187
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1016/j.ijedro.2022.100205
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
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reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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