Curriculum Vitæ
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Nuno Crato Paolo Paruolo Editors How Access to Microdata
Nuno Crato Paolo Paruolo Editors Data-Driven Policy Impact Evaluation How Access to Microdata is Transforming Policy Design Data-Driven Policy Impact Evaluation Nuno Crato • Paolo Paruolo Editors Data-Driven Policy Impact Evaluation How Access to Microdata is Transforming Policy Design Editors Nuno Crato Paolo Paruolo University of Lisbon Joint Research Centre Lisbon, Portugal Ispra, Italy ISBN 978-3-319-78460-1 ISBN 978-3-319-78461-8 (eBook) https://doi.org/10.1007/978-3-319-78461-8 Library of Congress Control Number: 2018954896 © The Editor(s) (if applicable) and The Author(s) 2019. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 Inter- national License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. -
António TEIXEIRA
António TEIXEIRA Universidade Aberta, Portugal António TEIXEIRA is the President of EDEN-European Distance and E-learning Network and also the Secretary of Ibstpi-International Board of Standards for Training, Performance and Instruction. A Professor at Universidade Aberta, the Portuguese Open University (Department of Education and Distance Learning) since 1991, he's also a researcher at the University of Lisbon. Professor Teixeira received his training in Philosophy at the University of Lisbon (MPhil in 1994, PhD, in 2003) and in online education at the University of Turku (2004). From 2006 to 2009, he was Pro-rector for innovation in Distance Learning at Universidade Aberta. Presently, he’s a member of the International Advisory Board of the Distance Education and Learning Futures Alliance of the Massey University (New Zealand) and is on the scientific board of a number of international journals in education. Over the years he has participated in close to twenty international research projects, funded by the European Commission or the William and Flora Hewlett Foundation has been a member of several task forces on open educational resources, lifelong learning, virtual mobility and sustainable development. He’s a member also of the e-ASEM network (Asia-Europe Meeting), since 2008, and of the Expert’s Board of the Horizon Report for Iberoamerica (2010, 2012 & 2013). He was also a visiting scholar at the Korean National Open University and received an EDEN Fellowship for demonstrating excellence in professional practice of open, distance and e-learning. António TEIXEIRA, PhD President, EDEN-European Distance and E-learning Network Secretary and Director IBSTPI-International Board of Standards for Training, Performance and Instruction Professor at Universidade Aberta, PORTUGAL Researcher at the University of Lisbon, PORTUGAL Rua da Escola Politécnica, 147 1269-001 Lisboa, PORTUGAL Tel: (+351) 214 532 156 Mobile: (+351) 963 055 965 Skype ID: antonio.m.teixeira Web: http://www.eden-online.org/nap_elgg/pg/profile/teixeira Email: [email protected] . -
Attachment Theory – What Do You Really Need to Know?
Issue 3 February 2019 EVIDENCE-INFORMED EDUCATION – MYTH-BUSTING – BUILDING A COMMUNITY Nick Rose Attachment theory – what do you really need to know? A LIFE LESS Jodie Lomax ORDINARY Leading evidence in your school PAUL KIRSCHNER Nuno Crato Everything starts INTERVIEW with a C – curriculum Postgraduate Certificate in Educational Assessment and Examinations Take your understanding of assessment to the next level The Postgraduate Certificate in Educational Assessment and “It was a very valuable Examinations is a practice-based qualification designed to directly impact your work as you learn to apply various research learning experience that methodologies to your professional context. I will be returning to It is taught through a mix of online learning and Saturday Day repeatedly over the next Schools in Cambridge and led by experts from Cambridge 12 months, re-reading, Assessment and the University of Cambridge Faculty of Education. re-thinking and You will be awarded a Postgraduate Certificate in Educational adapting practice.” Studies (PCES) worth 60 credits at Master’s level (Level 7) at the end of the course. Find out more: www.cambridgeassessment.org.uk/events/pgca/ 1240_PGCA_advert_210x297mm.indd 1 21/09/2018 12:08 CONTENTS Message from the EDitor Everything starts with the curriculum 4 27 Nuno Crato This issue’s contributors 5 Cognitive load theory in the classroom 33 Tom Needham 6 To sleep, perchance to learn Joe Kirby How I became the leader of evidence in my 37 school Attachment theory: what do teachers need to Jodie Lomax CONTENTS9 -
CV Nuno CRATO
IA/2, Abteilung für Internationale bilaterale Angelegenheiten - Bildung Stand: April 2012 PORTUGAL Ministry of Education Minister for Education and Science and Science Nuno CRATO He is a Full Professor of Mathematics and Statistics at the Higher Institute of Economics and Management, Lisbon. 2007-2011 He was Pro-rector for Scientific Culture at the Lisbon Technical University 2010-2011 C.E.O. of Taguspark 2007-2011 Scientific Co-ordinator of Cemapre - FCT Research Centre for Applied Mathematics and Economics and 2004-2010 President of the Portuguese Mathematical Society He studied at the Faculty of Sciences, University of Lisbon, and graduated in Economics from the Higher Institute of Economics and Management (ISEG), where he obtained a Master’s degree in Mathematical Methods for Business Management. He has been Director of Studies and Consultancy at Norma-Açores and a Planning and Economic Forecasting Consultant. He completed his Ph.D. in Applied Mathematics in the United States, where he worked as a researcher and lecturer. A member of several international scientific societies, including the American Statistical Association and the International Institute of Forecasters, he was General Chair for the International Symposium on Forecasting in 2000. He has had numerous research papers published in leading international journals, v.g. Statistical Papers, Comp. & Operations Research, Communications in Statistics, Journal of Econometrics, Journal of Automated Reasoning and Journal of Forecasting. He has been actively involved in the popularisation of science and writes regularly for the national press, in particular for the Expresso weekly newspaper, in which he has had a regular science column since 1996. He is also the author of several radio and television programmes, namely «4xCiência» «2010» and «ABCiência» and «3 Minutos de Ciência» on Radio Europa. -
Masters Programs and Dissertations in Portuguese Discoveries and Overseas Expansion at Portuguese Universities
Masters Programs and Dissertations in Portuguese Discoveries and Overseas Expansion at Portuguese Universities The offering of Masters Degree courses in Portuguese Overseas Expansion began in the late 1980s, when three Portuguese universities (Faculty of Social and Human Sciences, New University of Lisbon, Faculty of Letters, University of Lisbon and the Faculty of Letters, University of Coimbra) created graduate programs in various fields of Portuguese Overseas History. The dissertations cover a wide variety of themes and geographical realities, from the East, the North and Sub-Saharan Africa to the Portuguese America. Although Portuguese Empire lasted until 1974, as the scope of these three masters concentrates in the expansion question, they privileged the early modern period. The dissertations also deal with several sub-disciplinary approaches, focusing on areas such as social, economic, urban, military, religious, political, and cultural history of the Portuguese presence all over the world. This collection of dissertations on the whole represents a well- balanced, accumulated body of knowledge that has indisputably contributed to the development and enhancement of the historiographical field of Portuguese Overseas History. By listing these dissertations it is our purpose to better acquaint the reader with works that in many cases have not been published. The list is organized in alphabetical order by the author’s name, indicating both the year and university of origin. When applicable, the reference to publication is also included. The editors of e-JPH gratefully acknowledge the information provided by CHAM – Centro de História de Além-Mar (Faculty of Social and Human Sciences, New University of Lisbon), Sérgio Campos de Matos (Faculty of Letters, University of Lisbon), João Marinho dos Santos (Faculty of Letters, University of Coimbra), Isabel João (Open University). -
PORTUGAL? and Most Inclusive Ranking Showcasing the Diversity in 5 WHAT ARE the PERFORMANCE Higher Education Around the PROFILES of PORTUGAL’S World
U-MULTIRANK 2020 Portuguese Universities in Global Comparison WWW.UMULTIRANK.ORG U-MULTIRANK 2020 U-Multirank is a unique, multi- dimensional and international CONTENTS ranking of higher education institutions. It compares university performance across 3 AT A GLANCE: teaching and learning, research, HOW DO PORTUGUESE UNIVERSITIES knowledge transfer, interna- FARE IN U-MULTIRANK? tional orienta tion and regional 4 WHICH ARE THE TOP PERFORMING engagement. It is the largest UNIVERSITIES IN PORTUGAL? and most inclusive ranking showcasing the diversity in 5 WHAT ARE THE PERFORMANCE higher education around the PROFILES OF PORTUGAL’S world. It is not a league table TOP SCORING UNIVERSITIES? and does not use composite 6 WHAT DO PORTUGUESE indicators, nor reputation UNIVERSITIES DO BEST? weights. Therefore, there is no one best university in U- 7 HOW DO PORTUGUESE Multirank. The performance of UNIVERSITIES PERFORM GLOBALLY? a university is presented with individual scores – graded from 8 APPENDIX: HOW CAN DETAILED RESULTS BE PRESENTED? ‘A’ (very good) to ‘E’ (weak) across the different areas. 9 WHAT IS U-MULTIRANK? U-Multirank’s 2020 edition presents data on 27 Portuguese higher education institutions. For the full list of all universities from Portugal included in U-Multirank, please visit our website. 2 U-Multirank AT A GLANCE: HOW DO PORTUGUESE UNIVERSITIES FARE IN U-MULTIRANK? • In 2020, U-Multirank presents data on 27 Portuguese higher education institu- tions: both universities as well as polytechnic institutes. • In a global comparison, Portuguese institutions are very strong in the dimen- sion of Regional Engagement. They publish much of their research with other universities in their region. -
Conference Programme (PDF)
#eden20 21-23 October 2020 Hosted by the LE@D, Universidade Aberta, Portugal EDEN 2020 ONLINE RESEARCH WORKSHOP Wednesday PROGRAMME 21 October DAY 1 - WEDNESDAY (21.10.2020.) 10:15 - 16:10 PhD Symposium Chair of the PhD Symposium committee: Josep M Duart, EDEN Vice-president for research, Universitat Oberta de Catalunya, Spain Co-chair: Antonio Teixeira, Universidade Aberta Lisbon, Portugal Committee Members: Airina Volungeviciene, Vytautas Magnus University, Lithuania Alan Tait, Professor Emeritus of Distance Education and Development, The Open University, UK Wim Van Petegem, KU Leuven, Belgium Sarah Guri-Rosenblit, The Open University of Israel, Israel Albert Sangra, Universitat Oberta de Catalunya, Spain Lúcia Amante, LE@D, Universidade Aberta, Portugal António Quintas Mendes, LE@D, Universidade Aberta, Portugal Maria do Carmo Teixeira Pinto, LE@D, Universidade Aberta, Portugal Teresa Cardoso, LE@D, Universidade Aberta, Portuga 11:00 - 12:00 EDEN NAP Workshop Moderator: Francesca Amenduni, University Roma Tre, Italy Orna Farrell, National Institute of Digital Learning, Dublin City University, Ireland EDEN NAP SC: Vlad Mihaescu, EDEN Network of Academics and Professionals Steering Committee Chair, University Politehnica Timisoara, Romania Igor Balaban, University of Zagreb, Faculty of Organization and Informatics, Varasdin, Croatia Inés Gil Jaurena,UNED, Spain Mohammad Sameer Hasan, Universal Institute of Professional Management, India Alfredo Soeiro, University of Porto, Portugal 16:30 - 17:30 EDEN AGM Members of EDEN are invited to attend. All members of the Institution Section and individual members of the NAP Section have the right to participate at the AGM. PAGE Please note that times provided in the programme are 1 / 18 according to the Central European Summer Time (CEST). -
PORTUGAL PISA Was Like a Mirror. Each Time the Results From
PORTUGAL PISA was like a mirror. Each time the results from PISA came out, the country would see itself in the mirror. When we compared ourselves to others who were in the image, we would see that we’re not as tall as we thought, not as skinny, not as fat, or not as pretty as we had thought. So we needed to work towards becoming taller, and prettier in this image. TITLE: “Strong Performers and Successful Reformers in Education: Portugal” ANTONIO FIRMINO DA COSTA, Professor of Sociology, University Institute of Lisbon: In Portugal, we have a history of lagging behind in education. It took many years for this to be addressed. This lagging carried over from the 19th century, and was intensified during the long era of traditionalist dictatorship in Portugal. ANTONIO NOVOA, Professor of Education, Rector of the University of Lisbon: At the beginning of the 20th century, the illiteracy rate was around 80 percent. Four in five Portuguese people were illiterate. This was a time when in most countries in northern Europe there was almost no illiteracy. So there was a very big gap here. Only after the revolution of 1974, the Carnation Revolution, only then did a process of investment, economic, public, social, professional investment in education, start to take place. ISABEL ALCADA, Minister of Education (2009-2011): The main goal was to make education universally accessible. To guarantee a quality education to everyone, and focus on the effectiveness of schools and the competency of teachers. To make sure that at every level of the education system, students could achieve results. -
The Role of Textbooks in Supporting a Good Curriculum
TEXTBOOKS VALUE TWICE WHEN ALIGNED WITH A GOOD CURRICULUM AND EFFICIENT ASSESSMENT Nuno Crato University of Lisbon I’ll sustain that a good textbook has an intrinsic value, as an organized conveyer of knowledge, as a structured presentation of a discipline, as a reference, as a teacher’s and parents’ tool, and, obviously, as a student’s learning tool. But I’ll also sustain that its value is doubled when aligned with a knowledge-rich curriculum and a rigorous assessment system. We are all here because of textbooks First letters At middle and high school At college IN THE LAST YEARS WE HAD SOME SUCCESS PISA, TIMSS and textbooks played a role in it authoritarian times “romantic” era pragmatic times knowledge curriculum ???? 1933 - 1974 1974 - 1995/2005 2005 - 2011 2011 - 2015 2015 - … TwoPISA different 2011-countries:2015 Portugal: one of only two 1995 - 2000 countries that significantly increased2001the -top2015 and decreased the bottom Specific factors 2001: TIMSSSchool 4 resultsth grade 2005: Evaluation 9th grade 2006:1995 Assessment475 42th below6th 2015action541 programs,36 below PAM 2007: Textbook evaluation 2011: CompetencesDropout rates end, knowledge-based 2000standards start43.6% 2012:2011 Better standards25.0% 2012: Evaluation 4th 6th 2014:2015 Textbook evaluation13.7% A short history of textbooks in Portugal authoritarian times “romantic” era pragmatic times knowledge curriculum ???? 1933 - 1974 1974 - 1995/2005 2005 - 2011 2011 - 2015 2015 - … “livro único” Almost total freedom Textbook evaluation Textbook evaluation and certification -
Curriculum and Educational Reforms in Portugal: an Analysis on Why and How Students' Knowledge and Skills Improved
Chapter 8 Curriculum and Educational Reforms in Portugal: An Analysis on Why and How Students’ Knowledge and Skills Improved Nuno Crato Abstract By the turn of the century, following the dismal first results in TIMSS and PISA, the Portuguese educational system was at a crossroads. It was clear that students were not attaining minimal levels of proficiency in reading, math, science, and other basic subjects. The system needed a deep reshaping, and so changes were made. By the time the last PISA and TIMSS international large-scale surveys’ results were released in 2015, Portugal registered a quantum leap: in PISA, student achievement was above the OECD average and in TIMSS, 4th graders had higher scores in Mathematics than several usually high-performing countries, including Finland. How was this possible? To understand what happened, we need to look at what Portugal has done in the last 10–15 years. Although many different ministers from different ideological standpoints made different reforms, there is a common thread to most changes: they paid increased attention to results. This proved to be a powerful thrust for improvement, backed up by experienced teachers. However, this general thrust assumed many concrete different aspects and promoted different reforms. During the 2011–2015 period, these reforms went further and were very clear, intentional, and explicit: a clear curriculum, increased school autonomy, stu- dents’ regular assessment, vocational paths, flexibility. All this helped to prepare youngsters for an active, productive, and responsible life in the twenty-first century. 8.1 Introduction Portugal arrived late at the twentieth century and took a long time to recover from illiteracy, poverty, isolation, and a very limited school system. -
Annual Report 2010
www.ffms.pt FFMS RELATÓRIOANNUAL ANUALREPORT DE 2 3 4 CONTENTS Activity Report 2010 1 Introduction .............................................9 2 Operating Structure And Offices ............................10 3 Management Bodies .....................................11 4 Statutes ................................................11 5 Public Utility ............................................ 12 6 Charter of Principles ...................................... 12 7 Board of Trustees ........................................ 12 8 Audit Board. 13 9 Scientific Council ........................................ 13 10 Permanent Projects ...................................... 14 11 Programmes ............................................ 23 12 Temporary Projects ......................................42 13 Project Development Strategy ..............................48 14 Media, Publishing and Dissemination Strategy ................54 15 Institutional Protocols .................................... 57 16 Financial Report ......................................... 58 17 Cooperation with the Founder ..............................59 18 Programme of Future Activities .............................59 Annexes to the Activity Report Annex I – Management Bodies ..................................62 Annex II – Public Utility ........................................ 63 Annex III – Charter of Principles .................................64 Annex IV – Pordata Indicators ................................... 65 Annex V – Pordata Training Sessions .............................66 -
22Nd ISDRS 2016 Conference and 1St Luso-Brazilian Symposium Participants List
22nd ISDRS 2016 Conference and 1st Luso-Brazilian Symposium Participants List Name Institution A A. Nuno Martins FAUL/CIAUD, Faculty of Architecture/University of Lisbon Abdul Samad Hadi UKM Adrienn Kiss Corvinus University of Budapest Ágnes Roboz Corvinus University of Budapest Agustí Pérez Foguet Universitat Politècnica de Catalunya Ahmad Firdhaus Arham Universiti Kebangsaan Malaysia Ahmed Ibrahim Butu Robert Gordon University Alex Franklin Centre for Agroecology, Water & Resilience (CAWR), Coventry University Alexander Metzger University of Massachusetts Boston Alexandra Polido CENSE – Universidade Nova de Lisboa Alexandra Ribeiro CENSE – Universidade Nova de Lisboa Ali Kharrazi University of Tokyo Aline Teixeira De Souza CIAUD – Universidade de Lisboa Álvaro Barroqueiro Universidade Aberta Amanda Berlan Coventry University Ambar Pertiwiningrum Universitas Gadjah Mada, Yogyakarta Ana Beja Da Costa BGI/LEAF Instituto Superior de Agronomia Ana Carina Santos Universidade do Algarve Ana Carolina Mendes Universidade Nova de Lisboa Ana Cláudia Dias University of Aveiro Ana Filipa Ferreira CENSE – Universidade Nova de Lisboa Ana Paula Martinho Universidade Aberta Ana Rita Domingues CENSE – Universidade Nova de Lisboa Ana Santiago Jornal Água&Ambiente | Portal AmbienteOnline Ana Val Universidade Nova de Lisboa André Mascarenhas CENSE (FCT – UNL) / Humboldt Universitaet zu Berlin André Pina IN+, Instituto Superior Técnico Andrea Silva Universidade de Pernambuco Andreia Saavedra Cardoso Instituto Superior de Agronomia de Lisboa, Universidade