Data | Título | Autor(es) | Tipo | Acesso |
2018 | "Homework feedback is...": Elementary and middle school teachers' conceptions of homework feedback | Cunha, Jennifer; Rosário, Pedro; Carlos Nunez, Jose, et al. | Artigo | Acesso aberto |
2019 | "Homework Should Be...but We Do Not Live in an Ideal World": Mathematics teachers' perspectives on quality homework and on homework assigned in elementary and middle schools | Rosário, Pedro; Cunha, Jennifer; Nunes, Tania, et al. | Artigo | Acesso aberto |
2016 | "My Child has Cerebral Palsy": Parental Involvement and Children's School Engagement | Pereira, Armanda; Moreira, Tania; Lopes, Silvia, et al. | Artigo | Acesso aberto |
2016 | Promoting gypsy children school engagement: a story-tool project to enhance self-regulated learning | Rosário, Pedro; Carlos Nunez, Jose; Vallejo, Guillermo, et al. | Artigo | Acesso restrito UMinho |
2017 | Promoting Gypsy children's behavioural engagement and school success: Evidence from a four-wave longitudinal study | Rosário, Pedro; Carlos Nunez, Jose; Vallejo, Guillermo, et al. | Artigo | Acesso restrito autor |
2022 | School engagement in elementary school: a systematic review of 35 years of research | Martins, Juliana Andreia Oliveira; Cunha, Jennifer; Lopes, Silvia, et al. | Artigo | Acesso restrito UMinho |
2015 | The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design | Rosário, Pedro; Nunez, Jose C.; Vallejo, Guillermo, et al. | Artigo | Acesso aberto |