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Publicações Internacionais 2020

  1. Araújo, S. B., & Bussey, K. (2020). Initial professional studies for working with children under-three: Contemporary trends in Europe and Australasia. Educação UNISINOS, 24. https://doi.org/10.4013/edu.2020.241.12
     
  2. Breda, A., Dos Santos, J., Neves, A., Trocado, A. (2020). Représentation de la courbe intersection d'une quadrique et d'une quartique. Quadrature, 118, 31-37.
     
  3. Carvalho, J. M. S., Delgado, P., Montserrat, C., Llosada-Gistau, J., & Casas, F. (2020). Subjective Well-Being of Children in Care: Comparison Between Portugal and Catalonia. Child and Adolescent Social Work Journal, 1-10. https://doi.org/10.1007/s10560-020-00675-3
     
  4. Carvalho, J. M. S., Pinto, V., & Delgado, P. (2020). Decision making process in the child protection system: A comparative study between students and professionals in Portugal. Journal of Family Trauma, Child Custody & Child Development. https://doi.org/10.1080/15379418.2020.1729922   
     
  5. Delgado P., & Baptista, R. (2020). A mediação socioeducativa no Acolhimento Familiar na Perspetiva da Educação Social. Laplage em Revista, 6(3), 64-74. https://doi.org/10.24115/S2446-6220202063930
     
  6. Delgado, P. (2020). O acolhimento familiar de crianças em Portugal – evidências e desafios. Polêmica, 20 (1), 23-42. https://doi.org/10.12957/polemica.2020.55975
     
  7. Duarte, I., Teixeira, A., Castro, L., Marina, S., Ribeiro, C. & Serrão, C. (2020).  Burnout among Portuguese healthcare workers during the COVID-19 pandemic. BMJ Public Health, 20, 1885. https://doi.org/10.1186/s12889-020-09980-z   
     
  8. Fernandes, D. et al. (2020). “Youth Start Social Entrepreneurship Program for Kids: Portuguese UKIDS-Case Study”. Discourse and Communication for Sustainable Education, 10(2), 33-48. https://doi.org/10.2478/dcse-2020-0016
     
  9. Fernandes, D. & Ferreira, J. (2020). As potencialidades do Geogebra no 1.º Ciclo do Ensino Básico. Revista do Instituto GeoGebra Internacional de São Paulo, 9(2), 52-77. http://revistas.pucsp.br/IGISP/issue/view/2335
     
  10. Grimaldi, J., Pozo, C., Canzani, G., Olmo, O, Juan, Ll., Casado, J., Dos Santos, J., Torres, A. (2020) Matemáticas en casa: multiplicando aprendizajes. Suma 94. http://revistasuma.fespm.es/wp-content/uploads/2020/09/S94_103-110.pdf
     
  11. Lambert, M.F. (2020). Estética [e Exotismo] nas Viagens ao Egipto: Eça de Queiroz e Visconde de Benalcanfor versus Gérard de Nerval, Gustave Flaubert e Théophile Gautier. El Próximo Oriente antiguo y el Egipto faraónico en España y Portugal. Viajeros, pioneros, coleccionistas, instituciones y recepción (Barcino Monographica Orientalia 13). Sociedad Luso-Gallega Estudios Mesopotámicos.
  12. Luzak, A., Guadalupe, A., Sjödin, A., Decelis, A., Polito, A., Page, A., Owen, C., Nightingale, C., Flexeder, C., Sluijs, E., Cardon, G., Schulz, H., Huybrechts, I., Puder, J.J., Adams, J., Mota, J., Casajús, J., Steene-Johannessen, J., Northstone, K., … Ahrens, W. (2020). “Socioeconomic Patterning of Children's Accelerometer-Assessed Physical Activity Intensities and Adiposity: A Pooled Analysis of Individual-Level Data for 26,915 Children and Adolescents from 36 European Cohorts”. SSRN. http://dx.doi.org/10.2139/ssrn.3551423
     
  13. MacDonald, D., Camiré, M., Erikson, K., Santos, F. (2020). Positive youth development related athlete experiences and coach behaviors following a targeted coach education course. International Journal of Sports Science & Coaching. http://dx.doi.org/10.1177/1747954120942017
     
  14. Macedo, A. C. V. de. (2020). O Mundo em Que Vivi e Rio sem Ponte de Ilse Losa: entre História e ficção. Boletín Galego de Literatura, (57), 17-29. https://doi.org/10.15304/bgl.57.7133
     
  15. Melo, M., Santos, F., Wright, P., Sá, C., Saraiva, L. (2020). Strengthening the Connection between Differentiated Instruction Strategies and Teaching Personal and Social Responsibility: Challenges, Strategies, and Future Pathways. Journal of Physical Education, Recreation & Dance, 91(5), 28-36.
     
  16. Moreira, A., Duarte, P., Rothes, L., Diogo, F. (2020). “Eu, quando era pequeno, gostava da escola… de comer na cantina”: perspetiva(s) dos adultos sobre a organização escolar". Educação (UFSM), 45 (2020). http://dx.doi.org/10.5902/1984644439626
     
  17. Newman, T., Santos, F., Cardoso, A., & Pereira, P. (2020). The Experiential nature of coach education within a positive youth development perspective: Implications for practice and research. International Sport Coaching Journal, 7(3), 398-406. https://doi.org/10.1123/iscj.2019-0106
     
  18. Palheta, C., Ciampolini, V., Nunes, E., Santos, F., Milistetd, M. (2020). Between intentionality and reality to promote positive youth development in sport-based programs: A case study in Brazil. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2020.1792870
     
  19. Pereira, P., Santos F., & Marinho D. (2020) Examining Portuguese high school students’ attitudes toward physical education. Frontiers in Psychology, 11, 1-11. https://doi.org/10.3389/fpsyg.2020.604556
     
  20. Pinto, A., Silva, F. R., Delgado, P. & Diogo, F. (2020). O ensino vocacional secundário: Contexto político e práticas escolares de uma oferta de ensino descontinuada. Arquivos Analíticos de Políticas Educativas, Arizona, 28(40). https://doi.org/10.14507/epaa.28.4098
     
  21. Pinto, C., Cruz, M., Orange, E. (2020). From European heritage to 21st century European pro-active citizenship: “Luko’s Journey”. MEXTESOL Journal, 44(3). https://www.mextesol.net/journal/index.php?page=journal&id_article=21237
     
  22. Ribeiro, D., Correia, A., & Monteiro, S. (2020). Cultura e educação: contornos (in)desejáveis numa sociedade multifacetada. Revista Educação & Cultura Contemporânea, 17(50), 207-235.
     
  23. Santos, F., Bean, C., Azevedo, N., Cardoso, A., Pereira, P., Cruz, H. (2020). Moving from an implicit to an explicit approach of life skills development and transfer: The case of surfing in schools. Sage Open, 10(2), 1-10. https://doi.org/10.1177/2158244020933316
     
  24. Santos, F., Callary, B. (2020). An athlete’s journey to become a positive development-focused coach through professional football: Moving between theory and practice. Sport Coaching Review, 9(1), 71-94. https://doi.org/10.1080/21640629.2018.1558897
     
  25. Santos, F., Farias, C., Hilvoorde, I., Gould, D., Pereira, P. (2020). Implementing positive youth development in primary physical education: The learning trajectories of a physical education department head. Retos, 38, 528-536.
     
  26. Santos, F., Miguel, J., Wright, P., Sá, C., & Saraiva, L. (2020). Exploring the impact of a TPSR program on transference of responsibility goals within a preschool setting: An action research study. International Journal of Environmental Research and Public Health, 17, 1-12. https://doi.org/10.3390/ijerph17249449
     
  27. Santos, F., Rathwell, S., Trindade, A., Lima, R., Gobbi, V., & Gaion, P. (2020). Brazilian coaches’ role in facilitating positive development through university sport. Retos, 40, 186-197.
     
  28. Saracho Arnáiz, M. (2020). Mapas conceptuales para la enseñanza-aprendizaje de fraseología en español lengua extranjera (ELE), Lingüistica en la red, LinRed, 17. http://www.linred.es/numero17_monografico.html
     
  29. Seabra, A., Brito, J., Figueiredo, P., Beirão, L., Seabra, A., Carvalho M.J., Abreu, S., Vale, S., Pedretti, A., Nascimento, H., Belo, L., Rêgo, C. (2020). School-based soccer practice is an effective strategy to improve cardiovascular and metabolic risk factors in overweight children. Progress in Cardiovascular Diseases. https://doi.org/10.1016/j.pcad.2020.07.007
     
  30. Serrão, C., Duarte, I., Castro, L., Teixeira, A. (2020). Burnout and Depression in Portuguese Healthcare Workers During the COVID-19 Pandem-ic—The Mediating Role of Psycho-logical Resilience. International Journal of Environmental Research in Public Health, 17. https://doi.org/10.3390/ijerph
     
  31. Sousa, A.; Rodrigues, P.; Maia-Lima, Cláudia; Pinto, A.; Barbot, A. (2020). Learning about UV radiation and sustainability with arduino and sensors, International Journal of Curriculum and Instruction, 12, 422-432. http://ijci.wcci-international.org/index.php/IJCI/article/view/349
     
  32. Steene-Johannessen, J., Herman, B., Eirik, K., Kolle, E., Northstone, K., … Vale, S. (2020). “Variations in accelerometry measured physical activity and sedentary time across Europe – harmonized analyses of 47,497 children and adolescents”. International Journal of Behavioral Nutrition and Physical Activity, 17. https://doi.org/10.1186/s12966-020-00930-x
     
  33. Strachan, L., Santos, F., & MacDonald, D. (2020). Insights into Creating and Implementing Project SCORE!: Lessons Learned and Future Pathways. Journal of Sport Psychology in Action. https://doi.org/10.1080/21520704.2020.1798574
     
  34. Vale, S. & Mota, J. (2020). “Adherence to 24-hour movement guidelines among Portuguese preschool children: the Prestyle Study”, Journal of Sports Sciences. https://doi.org/10.1080/02640414.2020.1775385

 

 

Publicações Internacionais 2019

  1. Andrade, F., Quadros-Flores, P., & Pinto, A. (2019). Gamification as a strategy for promoting child involvement: A study on spatial orientation in the 1st CEB. International Journal of Advanced Engineering Research and Science, 6(11). https://dx.doi.org/10.22161/ijaers.611.62
     
  2. Breda, A., & Dos Santos, J. (2019). Spherical Tiling with GeoGebra. Resonance, 24(8), 861-873.
     
  3. Cadima, J., Barros, S., Ferreira, T., Serra-Lemos, M., Leal, T., & Verschueren, K. (2019). Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support. Early Childhood Research Quarterly, 46, 75-86, https://doi.org/10.1016/j.ecresq.2018.04.004
     
  4. Camiré, M., & Santos, F. (2019). Promoting positive youth development and life skills in youth sport: Challenges and opportunities amidst increased professionalization. Journal of Sport Pedagogy and Research, 5(1), 27-34.
     
  5. Coelho, V., Barros, S., Burchinal, M. R., Cadima, J., Pessanha, M., Pinto, A. I., Peixoto, C., & Bryant, D. M. (2019). Predictors of parent-teacher communication during infant transition to childcare in Portugal. Early Child Development & Care, 189(13), 2126–2140. https://doi.org/10.1080/03004430.2018.1439940
     
  6. Correia, N., & Equipa “PrimeirosAnos”. (2019). ‘PrimeirosAnos.pt’: Um blogue sobre educação de infância baseado em investigação. Cadernos de Educação de Infância, 117, 37-38.
     
  7. Cruz, M. (2019).  Escaping from the traditional classroom - The 'Escape Room Methodology' in the Foreign Languages Classroom. Babylonia - Rivista svizzera per l’insegnamento delle lingue, 3, 26-29.
     
  8. Cruz, M. (2019).  Los contactos del espanol con lenguas amerindias y europeas de migraciôn en la clase de ELE. reCHERches - Culture et Histoire dans l'Espace Roman: Excepción y excepcionalidad en lengua española, 63-81. http://pus.unistra.fr/en/printable/?GCOI=28682100159280
     
  9. Delgado, P., Bernedo, I., Carvalho, J.M.S., Salas, M., & García-Marín, M. (2019). Foster Carers’ Perspectives about Contact in Portugal and Spain. International Journal of Social Science Studies, 7(6), 145-153 https://doi.org/10.11114/ijsss.v7i6.4502
     
  10. Delgado, P., Carvalho, J.M.S., Montserrat, C., & Llosada-Gistau, J. (2019). The Subjective Well-Being of Portuguese Children in Foster Care, Residential Care and Children Living with their Families: Challenges and Implications for a Child Care System Still Focused on Institutionalization. Child Indicators Research.
     
  11. Dos Santos, S; Santos, A.; Vale, S.; Mota, J. (2019). "Association between moderate and vigorous physical activity and gross motor coordination in preschool children", Journal of Motor Learning and Development.
     
  12. Gaion, P., Millsted, M., Santos, F., Contreira, A., Arantes, L., & Caruzzo, N. (2019). Coaching positive youth development in Brazil: Recommendations for coach education programs. International Sport Coaching Journal, 7(1), 82-88.
     
  13. Oliveira-Martins, S. & Sanches-Ferreira, M. (2019). Tradução, adaptação e estudo das propriedades psicométricas da Participation and Environment Measure for Children and Youth (PEM-CY). Análise Psicológica, 2, 223-234.  https://doi.org/10.14417/ap.1436  
     
  14. Orange, E., Quadros-Flores, P., & Patricia, F. (2019). Who was teaching whom? : flipping higher education. International Journal of Advanced Engineering Research and Science, 6(11). https://dx.doi.org/10.22161/ijaers.611.61.
     
  15. Pavão, I., Santos, F., Wright, P., & Gonçalves, F. (2019). Implementing the teaching personal and social responsibility model within preschool education: strengths, challenges and strategies. Curriculum Studies in Health and Physical Education, 10(1), 51-70.
     
  16. Pereira, P., Bento, F., & Santos, F. (2019). Influence of students’ cognitive processes on physical education teachers’ thought process. Journal of Physical Education and Sport, 19(3), 883-889.
     
  17. Pinho, M. I., Fernandes, D., Serrão, C., & Mascarenhas, D. (2019). Youth start social entrepreneurship program for kids: Portuguese UKIDS-case study. Discourse and communication for sustainable education, 10 (2), 33-48.
  18. Pinto, A. I., Cadima, J., Coelho, V., Bryant, D. M., Peixoto, C., Pessanha, M., Burchinal, M. R., & Barros, S. (2019). Quality of infant child care and early infant development in Portuguese childcare centers. Early Childhood Research Quarterly, 48, 246–255. https://doi.org/10.1016/j.ecresq.2019.04.003
     
  19. Pinto, R.; Vale, S.; João, P. V. (2019). "Chracteristics of Steps and analyses of the technical procedure of the block in the middle men`s. Journal of Sports Science. https://doi.org/10.17265/2332-7839/2019.04.004
     
  20. Sanches-Ferreira, M., Alves, S., Silveira-Maia, M., Gomes, M., Santos, B. & Lopes-dos-Santos, P. (2019). Participation in Leisure Activities as an Indicator of Inclusion: A comparison between Children with and without Disabilities in Portugal. European Journal of Educational Research, 8, 221-232. https://doi.org/10.12973/eu-jer.8.1.221
     
  21. Santos, F., Camiré, M., MacDonald, D., Conceição, M., Silva, A. (2019). Process and outcome evaluation of a positive youth development-focused coach education course. International Sport Coaching Journal, 6(1), 1-12. https://doi.org/10.1123/iscj.2017-0101
     
  22. Santos, F., Corte-Real, N., Regueiras, L., Wright, P., Dias, C., & Fonseca, A. (2019). Tool for assessing responsibility-based education (TARE) in the Portuguese context: Instrument adaptation and reliability assessment. Ibero-American Journal of Exercise and Sports Psychology, 14(2), 102-107.
     
  23. Santos, F., Gould, D., & Strachan, L. (2019). Research on positive youth development-focused coach education programs: Future pathways and applications. International Sport Coaching Journal, 6(1), 132-138.
     
  24. Santos, F., Strachan, L., & Pereira, P. (2019). How to promote positive youth development in physical education? The experiences of a physical educator and students through the delivery of Project SCORE!. The Physical Educator. 10.18666/TPE-2019-V76-I4-8975
     
  25. Santos, F., Strachan, L., Gould, D., Pereira, P., & Machado, C. (2019). The role of team captains in integrating positive teammate psychological development within high performance sport. The Sport Psychologist, 33(1), 1-11. 10.1123/tsp.2017-0135
     
  26. Serrão, C. & Alves, S. (2019). Effects of Mindfulness-Based Cognitive Therapy on a Group of Postgraduate Students: An Exploratory Study. Alternative and Complementary Therapies 25(1), 37-42. https://doi.org/10.1089/act.2018.29206.cse
     
  27. Silva, A. & Quadros-Flores, P. (2019). Mediated Information and Flipped Classroom -Information Retention Level Assessment. International Journal of Advanced Engineering Research and Science, 6(8). https://dx.doi.org/10.22161/ijaers.68.3
     
  28. Vale, S. (2019). Rising rural body-mass index is the main driver of the global obesity epidemic in adults. Nature Research. https://doi.org/10.1038/s41586-019-1171-x
     
  29. Veiga, S., Bertão, A., Alarcão, M. (2019). Os primeiros meses na dança relacional mãe-bebé(s): desafios decorrentes da situação gemelar. International Journal of Developmental and Educational Psychology. INFAD Revista de Psicologia, 2(1), 83-90.

 

 

Publicações Internacionais 2018

  1. Alves, C., & Serrão, C. (2018). Fatores de risco para a ocorrência de violência contra a pessoa idosa: revisão sistemática. Pan American Journal for Ageing Research, 6 (2), 58-71.
     
  2. Andaki, A., Mendes, E., Tinoco, A., Santos, A., Vale, S., Mota, J. (2018). Waist circumference percentile in children from municipalities of developed and developing countries. Motriz. Revista de Educação Física, 23.
     
  3. Santos, A., Silva-Santos, S., Duncan, M., Vale, S., Mota, J. (2018). Relationship Among Changes in Sedentary Time, Physical Activity, and Body Mass Index in Young Schoolchildren: A 3-Year Longitudinal Study. Pediatric Exercise Science 30(3), 1-7.
     
  4. Araújo, S. B. (2018). Aprendizagem profissional no estágio em creche: Representatividade e significado atribuído a dimensões da pedagogia. Revista da FAEEBA – Educação e Contemporaneidade, 27(51), 29-44.
     
  5. Araújo, S. B., & Antunes, A. P. (2018). Avaliação da aprendizagem profissional no estágio supervisionado: Estudo exploratório na Educação Infantil. Estudos em Avaliação Educacional, 29(70), 134-154.
  6. Carvalho, João M.S., Delgado, P., Pinto, V., & Benbennishty, R. (2018). Reunification in foster care: Influences on decision-making. Child Abuse & Neglect, 86, 67-78. https://doi.org/10.1016/j.chiabu.2018.09.012
     
  7. Casillas, M., Cabezas, G., Sanches-Ferreira, M., & Teixeira, D. (2018). Estudio psicométrico de un cuestionario para medir la competencia digital de estudiantes universitarios (CODIEU). Education in The Knowledge Society (EKS), 19(3), 61-81.
     
  8. Coelho, V., Barros, S., Burchinal, M. R., Cadima, J., Pessanha, M., Pinto, A.I., Peixoto, C., & Bryant, D. M. (2018): Predictors of parent-teacher communication during infant transition to childcare in Portugal. Early Child Development and Care. https://doi.org/10.1080/03004430.2018.1439940
     
  9. Cruz, M. (2018). “Chicos, sacad el móvil de vuestras mochilas porque lo vamos a usar”: empowering Spanish as Foreign Language studentes through mobile devices. The Turkish Online Journal of Educational Technology, Special Issue, 1, 282-298.
     
  10. Delgado P., Pinto V.S., Carvalho J. M. S., & Gilligan, R. (2018). Family contact in foster care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1–8. https://doi.org/10.1111/cfs.12586
     
  11. Fernandes, D. (2018). “Primeiras aprendizagens matemáticas com o Geogebra”. Revista do Instituto GeoGebra Internacional de São Paulo.
     
  12. Mota, J., Martins, C., Silva-Santos, S., Santos, A., Vale. S. (2018). TV in bedroom, outdoor playtime and obesity status among preschool girls. Science & Sports.
     
  13. Lambert, M.F. (2018) “Nadir Afonso – o mínimo e o maior: Sequenzas”. Revista Visuais, 4(7).
     
  14. Lousada, C., Felgueiras, C., Maia-Lima, C., & Couto, A. (2018). O pássaro não tem boca, tem bico: Um projeto integrador da matemática na creche. Revista Educação em Debate, 40 (77), 145-161.
     
  15. Lucas, C., Cota, M., Fonseca, C., Casas, J. (2018). Linking mathematical praxeologies with an epidemic model. In Moreira F., Mesquita, A., Peres, P., Smart Higher Education: Bridging the Gap Between Teachers and Students Through Technologies. International Journal of Technology and Human Interaction.
     
  16. Merlo, G., Chiazzese, G., Sanches-Ferreira, M., Chifari, A., Seta, L., McGee, C., Giammusso, I. (2018). The WHAAM Application: a Tool to Support the Evidence-Based Practice in the Functional Behaviour Assessment. Journal of Innovation in Health Informatisc, 25(2), 63-70. 10.14236/jhi.v25i2.919
     
  17. Pavão, I., Santos, F., Wright, P., Gonçalves, F. (2018). Implementing the teaching personal and social responsibility model within preschool education: Strengths, challenges and strategies. Curriculum Studies in Health and Physical Education, 10(1), 51-70. https://doi.org/10.1080/25742981.2018.1552499.
     
  18. Poza-Vilches, F., Fernández-García, A., & Delgado, P. (2018). La práctica profesional de los agentes sociales en materia de ocio juvenil: estrategias para la intervención. / The professional practice of social workers in the field of youth leisure: strategies for intervention. Pedagogía Social. Revista Interuniversitaria, 31, 93-105. https://doi.org/10.7179/PSRI_2018.31.08
     
  19. Quadros-Flores, P. (2018). Escola com emoção: potencialidades das TIC no 1º CEB. Revista Nova Galega. Espanha, 71.
     
  20. Quadros-Flores, P. Flores, A., & Ramos, A. (2018). Impact of digital technologies on pedagogical practice in primary education. In Aytekin Isman, Jerry Willis, J. Ana Donaldson, & Fahme Dabaj (Eds). The Turkish Online Journal of Educational Technology, Special Issue, 1.
     
  21. Quadros-Flores, P. Flores, A., & Ramos, A. (2018). Potentialities of the Augmented Reality in the school manuals of primary education. In Aytekin Isman, Jerry Willis, J. Ana Donaldson, & Fahme Dabaj (Eds). The Turkish Online Journal of Educational Technology, Special Issue, 1.
     
  22. Ricoy, M. C., & Couto, M. J. V. (2018). Desmotivación del alumnado de secundaria en la materia de matemáticas. Revista Electrónica de Investigación Educativa, 20(3),69-79.
     
  23. Rodrigues, B., Nunes, R., Santos, C., Serrão, C., & Duarte, I. (2018). What young people know about human trafficking? Revista Brasileira de Bioética, 14 (17), 1-16.
     
  24. Pinto, R., Vale, S., João, P. (2018). The Action of the Middle Blocker According to the Opposing Offensive Organization in Volleyball. Journal of Sports Science 6, 178-185.
     
  25. Sanches-Ferreira, M., Silveira-Maia, M., Alves, S., & Simeonsson, R. (2018).  Conditions for Implementing the ICF-CY in Education: The Experience in Portugal. Frontiers in Education, 27. https://doi.org/10.3389/feduc.2018.00020
     
  26. Silva-Santos, S., Santos, A., Vale, S., Mota, J. (2018). Association between moderate and vigorous physical activity and gross motor coordination in preschool children. Journal of Motor Learning and Development.
     
  27. Santos, F., Callary, B. (2018). An athlete's journey to become a positive development-focused coach through professional football: Moving between theory and practice. Sport Coaching Review, 9(1), 71-94. https://doi.org/10.1080/21640629.2018.1558897.
     
  28. Santos, F., Camiré, M., MacDonald, D. (2018). Experiencias vividas en una prolongada relación entrenador-atleta. El caso de un atleta paralímpico. Agora para la Educación Física y el Deporte, 20(2-3). https://doi.org/10.24197/aefd.2-3.2018.279-297
     
  29. Santos, F., Corte-Real, N., Regueiras, L., Dias, C., Martinek, T., & Fonseca, A. (2018). Coaching effectiveness within competitive youth football: Youth football coaches’ and athletes’ perceptions and practices. Sport Coaching Review, 8(2). 10.1080/21640629.2018.1459356
     
  30. Santos, F., Gould, D., Strachan, L. (2018). Research on positive youth development-focused coach education programs: Future pathways and applications. International Sport Coaching Journal, 6(1), 132-138. https://doi.org/10.1123/iscj.2018-0013 
     
  31. Santos, F., Martinek, T. (2018).  Facilitating positive youth development through competitive youth sport: Opportunities, challenges and strategies. Strategies, 31(6):47-49. 10.1080/08924562.2018.1516443
     
  32. Saracho Arnáiz, M. (2018). In Search of a Methodology Conceptual Maps for Learning and Teaching Spanish as a Foreign Language (SFL). Turkish Online Journal of Educational Technology – TOJET, 1, 720-725.
     
  33. Saracho Arnáiz, M. & Cruz, M. (2018). La variación diatópica del español de América a través de uma (híper)pedagogia plurilinguística e intercultural. Revista Diacrítica, 261-281.
     
  34. Silveira-Maia, M., Lopes-dos-Santos, P., Sanches-Ferreira, M., Alves, S. & Silveira-Maia, C. (2018). The use of the international classification of functioning, disability and health in an interactive perspective: the assessment and intervention of students’ additional support needs in Portugal. Disability and Rehabilitation, 1-9. https://doi.org/10.1080/09638288.2018.1483433