Ana Rita Nunes
University of Minho
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Featured researches published by Ana Rita Nunes.
Psicothema | 2015
Jennifer Cunha; Pedro Rosário; Lúcia Macedo; Ana Rita Nunes; Sonia Fuentes; Ricardo Pinto; Natalia Suárez
BACKGROUND Homework is a universal practice used in schools, and is commonly related to academic achievement. According to literature, parental homework involvement has positive and negative aspects, depending on parents’ behaviors. METHOD Assuming a phenomenographic perspective, this study examined 4th graders’ parents’ conceptions of their involvement in homework. With the purpose of mapping the parents’ various conceptions of homework involvement, 32 semi-structured interviews were conducted and analyzed. RESULTS The results show that parents’ conceptions of homework involvement have a positive meaning, and focus primarily on the role played in the promotion of academic learning by (a) fostering their children’s autonomy, (b) exerting control over their learning, and (c) providing them with emotional encouragement (when children struggle with difficulties). CONCLUSIONS Given that parents perceive their involvement in their children’s homework as important, it is necessary to promote parent-teacher collaboration and parent-training workshops to improve the quality of parental homework involvement.
Frontiers in Psychology | 2018
Jennifer Cunha; Pedro Rosário; José Carlos Núñez; Ana Rita Nunes; Tania Moreira; Tánia Nunes
This study explored mathematics teachers’ conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework feedback in three directions (i.e., teachers’ feedback provided to students, students’ feedback provided to teachers, and homework self-feedback), being teachers’ monitoring of students’ learning the purpose reported by most teachers. Participants also reported the types of homework feedback more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework feedback process, which may help develop new avenues for future research.
Frontiers in Psychology | 2016
Armanda Pereira; Tânia Moreira; Sílvia Lopes; Ana Rita Nunes; Paula Magalhães; Sonia Fuentes; Natalia Reoyo; José Carlos Núñez; Pedro Rosário
Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children’s education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy (CP) has received little direct attention from researchers. These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with CP. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement. Finally, neither children’s autonomous behaviors reported by parents, nor parental style, seem to be related with the children’s level of school engagement. Rehabilitation centers and schools could consider training parents/caregivers focusing on their educational needs, promotion of reflections on the usefulness of applying autonomy promotion strategies with their child, and foster their involvement.
acm symposium on applied computing | 2013
Ana Rita Nunes; José Pereira
Althought optimistic concurrency control protocols have increasingly been used in distributed database management systems, they imply a trade-off between the number of transactions that can be executed concurrently, hence, the peak throughput, and transactions aborted due to conflicts. We propose a novel optimistic concurrency control mechanism that controls transaction abort rate by minimizing the time during which transactions are vulnerable to abort, without compromising throughput. Briefly, we throttle transaction execution with an adaptive mechanism based on the state of the transaction queues while allowing out-of-order execution based on expected transaction latency. Preliminary evaluation shows that this provides a substantial improvement in committed transaction throughput.
international workshop on peer to peer systems | 2010
Miguel Matos; Ana Rita Nunes; Rui Carlos Mendes de Oliveira; José Pereira
Contemporary Educational Psychology | 2016
Pedro Rosário; José Carlos Núñez; Guillermo Vallejo; Jennifer Cunha; Raquel Azevedo; Raquel Pereira; Ana Rita Nunes; Sonia Fuentes; Tânia Moreira
Universitas Psychologica | 2014
Pedro Rosário; Armanda Pereira; Julia Högemann; Ana Rita Nunes; M Figueiredo; José Carlos Núñez; S Fuentes; M.L Gaeta
INForum - Simpósio de Informática | 2009
Ana Rita Nunes; José Alves Marques; José Pereira
Revista de Educação PUC-Campinas | 2018
Jennifer Cunha; Ana Rita Nunes; Juliana Nascimento Martins; Tânia Moreira
Psychology in the Schools | 2018
Pedro Rosário; Jennifer Cunha; Ana Rita Nunes; Tânia Moreira; José Carlos Núñez; Jianzhong Xu