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Children's exposure to screens has been increasing in recent years and so has the concern about its impact on children's development. This study aims to analyze preschool teachers' and parents' views on the influence of screen-time exposure on children's development. Semi-structured interviews with preschool teachers (n = 9), as well as data from a previous quantitative study, based on an online questionnaire applied to parents of children in preschool (n = 266) were used for data collection. For this study, eminently of qualitative nature, the following dimensions were analyzed: children's habits of exposure to screens at home, changes in children's play habits at school, strategies/methodologies used by preschool teachers, use of technologies at school and children's language development. The results from the study with parents show that screen-time exposure of children is between 1 h to 2 h of television per day, mostly to watch cartoons. Parents also report that most of the children use vocabulary in other languages at home. Most preschool teachers agreed that children are changing their play habits and mainly their behaviors and attitudes, influenced by screen-time exposure. They believe that language development is also changing, mentioning more language problems in children. Changes in pedagogic strategies and specialized training on educational technology are needed to get closer to children's interests.

The purpose of this paper is to analyze the effectiveness of Scrum for project and team management in PBL teams in higher education. To attain this goal, a study was carried out to analyze students' perceptions about Scrum as an effective method for PBL teams. Based on two different editions of PBL that used the Scrum method with different characteristics in each approach, this paper aims to identify the best practices for effective team and project management and draw recommendations for successful use of scrum in PBL approaches. The authors used an exploratory case study carried out within an engineering program at the University of Minho, Portugal. The research design was based on an explorative quantitative and qualitative approach. Implementing Scrum in PBL teams helps students to keep the project running smoothly and draws greater awareness on how to manage the project and teams in a more effective way. Findings show that task assignment, performance monitoring, visual management and regular feedback were considered the main advantages of using Scrum in PBL teams, which had a positive impact on student performance. However, for the success of Scrum, students recognize the role of the Scrum Master and Project Owner as vital to guide the teams in a sustainable way. Research on the application of Scrum in Education is scarce and mostly exploratory. This paper is among the very few empirical studies consolidating knowledge on the implementation of Scrum approaches to improve learning in higher education. More specifically, it brings a valuable contribution on how to improve specifically team performance in PBL teams with the use of agile approaches such as Scrum.

It is widely accepted that orthographic knowledge comprises two components: word-specific orthographic knowledge, also termed lexical orthographic knowledge, and general orthographic knowledge, or sublexical orthographic knowledge. Until now, the study of the relationship between these components throughout literacy development has been somehow neglected. In this study, we examined how they are related at an early stage of literacy development in European Portuguese, an orthography of intermediate depth. Children followed from Grade 2-3 performed two of the most common tasks of orthographic knowledge--the Orthographic Choice Task and the Orthographic Awareness Task. Crossed-lagged structural equation modeling showed significant mutual contributions between the two components of orthographic knowledge, providing thus preliminary evidence of bidirectional relations over time. Results are discussed in the context of theories of reading development taking into account the influence of orthography consistency.

Teacher appraisal (TA) or teacher performance appraisal (TPA) has assumed a central importance in educational systems and reforms worldwide, contributing to the improvement of teaching practices, and therefore it is considered an essential factor for teachers' early training, teachers' professional development, school management, and promotion of critical reflexivity and self-regulation among teachers and school administrators. The main purpose of this study is to understand how the TA process is implemented in teachers' training schools in Angola. Four research objectives were established: i) to identify teachers' perceptions of TA's goals; (ii) to characterise the procedures and instruments used in TA; (iii) to describe the impact of TA on teachers' career; and (iv) to present proposals for improving the TA process. The study adopts a qualitative research design with a descriptive and interpretive approach. Research data were collected through semi-structured interviews, participant observation, and document analysis, involving a sample of 13 teachers in two different teachers' training schools in the province of Benguela, Angola. The results show that the implementation of TA is not highly effective because of two main reasons: firstly, evaluators lack specific training and expertise; secondly, evaluated teachers perceive this process as being unfair and useless, given that they do not consider themselves accurately appraised and that the TA system, violating legal regulations, has no effects on career development or salary recognition.

In our previous study, we observed a severe reduction in the Src homology 2-containing-inositol-phosphatase-1 (SHIP1) protein in a subpopulation of subjects from a small adult Crohn's Disease (CD) cohort. This pilot study had been undertaken since we had previously demonstrated that engineered deficiency of SHIP1 in mice results in a spontaneous and severe CD-like ileitis. Here, we extend our analysis of SHIP1 expression in peripheral blood mononuclear cells in a second much larger adult Inflammatory Bowel Disease (IBD) cohort, comprised of both CD and Ulcerative Colitis patients, to assess contribution of SHIP1 to the pathogenesis of human IBD. SHIP1 protein and mRNA levels were evaluated from blood samples obtained from IBD subjects seen at UCSF/SFVA, and compared to healthy control samples. Western blot analyses revealed that ~15% of the IBD subjects are severely SHIP1-deficient, with less than 10% of normal SHIP1 protein present in PBMC. Further analyses by flow cytometry and sequencing were performed on secondary samples obtained from the same subjects. Pan-hematolymphoid SHIP1 deficiency was a stable phenotype and was not due to coding changes in the INPP5D gene. A very strong association between SHIP1 deficiency and the presence of a novel SHIP1:ATG16L1 fusion transcript was seen. Similar to SHIP1-deficient mice, SHIP1-deficient subjects had reduced numbers of circulating CD4+ T cell numbers. Finally, SHIP1-deficient subjects with CD had a history of severe disease requiring multiple surgeries. These studies reveal that the SHIP1 protein is crucial for normal T cell homeostasis in both humans and mice, and that it is also a potential therapeutic and/or diagnostic target in human IBD.

This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master's degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers' educators are discussed.

The relevance of reading prosody on reading comprehension has been theoretically proposed and empirically recognised. The present study aimed to investigate longitudinal and concurrent relationships between reading prosody and reading comprehension processes, beyond decoding and word reading efficiency. Two cohorts of Portuguese children, ranging different grade levels (grades 2 to 3 and 4 to 5), were tested. Reading prosody was assessed through a rating scale, and text reading comprehension and context fluency effect were used to measure effortful and effortless reading comprehension processes, respectively. Results showed no bidirectional longitudinal effects between reading prosody and reading comprehension processes. In contrast, they revealed a concurrent contribution of reading prosody to the measure that mainly captures the effortless processes of reading comprehension from grades 2 to 5 but not for effortful ones. Results also highlighted the key role of decoding and word reading efficiency in the relationship between reading prosody and reading comprehension. Highlights What is already known about this topic. Prosody is an important component of oral reading fluency. Decoding is crucial for reading prosody and reading comprehension. Reading prosody is associated with reading comprehension.

The Permanent Structured Cooperation in Defence (PESCO) and the European Defence Fund (EDF) constitute another attempt to consolidate the European defence market. In this article, we explain the different engagements of Czechia and Portugal in the two initiatives until 2021 through the evolution and reform of the domestic institutions governing their defence industrial policies. We trace how the institutions were established, how they contributed to the national position on PESCO and EDF and how the two countries' defence industries became involved. The article shows how the different institutionalisation of the defence sector allowed Portugal and its companies to participate more than their Czech counterparts. We contribute to historical institutionalist scholarship by evidencing the critical role of ideas in promoting and preventing policy change. We also offer an insight into the practice of European defence co‐operation and identify processes that challenge further integration. [ABSTRACT FROM AUTHOR]

This study investigated direct and indirect effects between oral reading fluency, vocabulary and reading comprehension across reading development in European Portuguese. Participants were 329 children attending basic education, from grade 1 to grade 6. The results of path analyses showed that text reading fluency is much more dependent on the foundational skills of word recognition than reading comprehension, and the later, in turn, depends crucially on the specific constituent skill of text reading fluency. Text reading fluency has a significant influence on vocabulary from the beginning, but vocabulary contributed to reading comprehension only in more advanced grades. These results, obtained with an orthography of intermediate depth, are in line with the Simple View of Reading (SVR). However, they also highlight the importance of textual cues--besides the pivotal role of decoding--from the beginning of learning to read, which must be taken into account in the SVR.

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