Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachers
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , |
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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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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7160 |
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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 |
institution |
RCAAP |
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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1799136438468476928 |