Publicações

2023

Kauffman, J. M., Ahrbeck, B., Anastasiou, D., Felder-Gallagher, M., Hornby, G., & Lopes, J. (2023). The unintended consequences of the full inclusion movement. Global Journal of Intellectual & Developmental Disabilities, 11(4). https://doi.org/10.19080/GJIDD.2023.11.555819

Kauffman, J. M., Anastasiou, D., Burke, M. D., Felder, M., Hornby, G., Lopes, J., & Wiley, A. (2023). Adventures in naming EBD realities: How words matter for special education. Journal of Emotional and Behavioral Disorders, 1-11. https://doi.org/10.1177/106342662311729

Lopes, J., Martins, P., Oliveira, C., Ferreira, J., Oliveira, J., & Crato, N. (2023). From A to Z: Effects of a 2nd-grade reading intervention program for struggling readers. Revista de Psicodidáctica. https://doi.org/10.1016/j.psicoe.2023.09.002

Mota, A. I., Lopes, J., & Oliveira, C. (2023). The burnout experience among teachers: A profile analysis. Psychology in the Schools, 60(10), 3979-3994. https://doi.org/10.1002/pits.22956

2022

Cadete, O., Oliveira, C., & Lopes, J. (2022). Gestão da sala de aula e perceção de indisciplina: Um estudo com professores angolanos. Revista de Estudios e Investigación en Psicología y Educación, 9(0), 1-16. https://doi.org/10.17979/reipe.2022.9.0.8914

Felder-Gallagher M., Ahrbeck, B., Anastasiou, D., Araújo, S., Leon-Himmelstine, C., Lopes, J., Oliveira, C. R., Samuels, F., Schneiders, K., & Veerman, P. (2022). Students' mental health issues in europe and other countries. In J. M., Kauffman & J. Badar (Eds.), Navigating students' mental health in the wake of COVID-19 (pp. 98-127). Routledge

Kauffman, J. M, Ahrbeck, B., Anastasiou, D., Badar, J., Crockett, J. B., Felder, M., Hallahan, D. P., Hornby, G., Lopes, J., Pullen, P. C., & Smith, C. R. (2022). Parents' and educators' perspectives on inclusion of students with disabilities. In J. M. Kauffman et al., Research for quality inclusive education: Sustainable development goals series (pp. 205-217). Springer

Kauffman, J. M., Anastasiou, D., Felder, M., Lopes, J., Hallenbeck, B. A., Hornby, G., & Ahrbeck, B. (2022). Trends and issues involving disabilities in higher education. Trends in Higher Education, 2023(2), 1-15. https://doi.org/ 10.3390/higheredu2010001

Kauffman, J. M., Anastasiou, D., Hornby, G., Lopes, J., Burke, M. D., Felder, M., Ahrbeck, B., & Wiley, A. Imagining and reimagining the future of special and inclusive education. Education Sciences, 12(903), 1-22. https://doi.org/10.3390/ educsci12120903 

Kauffman, J. M., Badar, J., Hallenbeck, B., & Lopes, J. (2022). Teaching inclusive and special education during the COVID-19 pandemic: Needed suport for learning and research of effects on teachers and students. Support for Learning. https://doi.org/ 10.1111/1467-9604.12426

Lopes, J. A. (2022). Ensino e aprendizagem da leitura fundamentos e aplicações. In R. A. Alves & I. Leite (Eds.), Ensino da leitura e da escrita baseado em evidências (pp. 83-98). Fundação Belmiro de Azevedo

Maluf, R. G., Lopes, J. A. L., & Oliveira, C. R. G. (2022). Práticas de avaliação psicológica escolar: Uma revisão sistemática da literatura. Revista Iberoamericana de Diagnóstico y Evaluación Psicologia, 1(62), 185-215. https://doi.org/10.21865/RIDEP62.1.14

2021

Lopes, J. (2021). Manual do curso abc. In R. A. Alves, I. Leite, I. Alçada, & T. Goucha, (Eds.), Manual do curso abc (pp. 107-128). Ministério da Educação (MEC). https://www.researchgate.net/publication/351388811_Manual_do_curso_abc

Lopes, J. A., & Oliveira, C. (2021). Teacher and school determinants of perceived classroom discipline: A multilevel analysis of TALIS 2013. Learning Environments Research, 25(2), 41-58. https://doi.org/10.1007/s10984-021-09348-z

Lopes, J. L., & Oliveira, C. R. (2021). Inclusive education in Portugal: Teachers' professional development, working conditions, and instructional efficacy. Education Sciences,11(169), 1-15. https://doi.org/10.3390/EDUCSCI11040169

Lopes, J., Oliveira, C., & Costa, P. (2021). School and student determinants of reading performance: A multilevel analysis with Portuguese students. Revista de Psicodidáctica (English ed), 27(1), 29-37. https://doi.org/10.1016/j.psicoe.2021.05.001

Mota, A. I., Lopes, J., & Oliveira, C. (2021). Burnout in Portuguese teachers: A systematic review. European Journal of Educational Research, 10(2), 693-703. https://doi.org/10.12973/eu-jer.10.2.693

Mota, A. I., Lopes, J., & Oliveira, C. (2021). Teachers voices: A qualitative study on burnout in the Portuguese educational system, Education Sciences, 11(8), 1-12. https://doi.org/10.3390/educsci11080392

2020

Cadete, O., Oliveira, C., & Lopes, J. (2020). Determinantes individuais e organizacionais na percepção de indisciplina em sala de aula. Um estudo transcultural. Revista de Estudios e Investigación en Psicología y Educación, 7(1), 25-36. https://doi.org/10.17979/reipe.2020.7.1.5670

Lopes, J. A., Gomes, C., Oliveira, C. R., & Elliott, J. G. (2020). Research studies on dyslexia: Participant inclusion and exclusion criteria. European Journal of Special Needs Education, 35(5), 587-602. https://doi.org/10.1080/08856257.2020.1732108

Lopes, J., & Oliveira, C. (2020). Teacher and school determinants of teacher job satisfaction: A multilevel analysis. School Effectiveness and School Improvement, 31(4), 641-659. https://doi.org/10.1080/09243453.2020.1764593

Tabacu, L. M., Watson, S. M., Chezar, L. C., Gable, R., Oliveira, C. R., & Lopes, J. (2020). Looking for a pattern: Error analysis as a diagnostic assessment for making instructional decisions to promote academic success. Preventing School Failure: Alternative Education for Children and Youth, 65(1), 58-69. https://doi.org/10.1080/1045988X.2020.1818180

2019

Lopes, J. A., & Oliveira, C. R. (2019). Indisciplina em sala de aula: Aspectos culturais, organizacionais e dos professores. In F. H. Veiga (Ed.), Psicologia da educação: Temas de aprofundamento científico (pp. 445-476). Climepsi Editores. https://repositorium.sdum.uminho.pt/handle/1822/69595

Oliveira, C., Lopes, J., & Spear-Swerling, L. (2019). Teachers' academic training for literacy instruction. European Journal of Teacher Education, 42(3), 315-334. https://doi.org/10.1080/02619768.2019.1576627

2018

Watson, S. M. R., Lopes, J., Oliveira, C., & Judge, S. (2018). Error patterns in Portuguese students' addition and subtraction calculation tasks: Implications for teaching. Journal for Multicultural Education, 12(1), 67-82. https://doi.org/10.1108/JME-01-2017-0002

2017

Cadete, O., Oliveira, C., & Lopes, J. (2017). Indisciplina em sala de aula: Um estudo transcultural. Revista de Estudios e Investigación en Psicología y Educación, Extr. (01), 348-354. https://doi.org/10.17979/reipe.2017.0.01.3053

Lopes, J., & Oliveira, C. (2017). Classroom discipline: Theory and practice. In J. P. Bakken (Ed.), Classrooms: Academic content and behavior strategy instruction for students with and without disabilities (Vol. 2, pp. 231-253). Nova Science Publishers. https://www.researchgate.net/publication/319178957_Classroom_Discipline_Theory_and_Practice

Lopes, J., Silva, E., Oliveira, C., Sass, D., & Martin, N. (2017). Teacher's classroom management behavior and students' classroom misbehavior: A study with 5th through 9th- grade students. Electronic Journal of Research in Educational Psychology, 15(3), 467-490. https://doi.org/10.14204/ejrep.43.17075

2016

Lopes, J., Gomes, C., Oliveira, C., & Elliott, J. (2016). Selecting participants for dyslexia studies: Complexities and challenges. In M. Franzier (Ed.), Dyslexia: Perspectives, challenges and treatment options (pp. 145-158). Nova Science Publishers. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85024864390&partnerID=40&md5=1b6af6d7f47612e4f733fb642e632e68

Pinto, P., & Lopes, J. (2016). Literacia pré-escolar e desempenho na leitura na instrução primária. Psicologia: Teoria e Pesquisa, 32(4), 1-9. https://doi.org/10.1590/0102.3772e324210

Santos, A., & Lopes, J. (2016). Tomada de decisão de profissionais sobre a retirada de menores à família em situações de maus-tratos físicos. Revista Portuguesa de Psicologia, 45, 21-39. https://doi.org/10.21631/rpp45_21

Sass, D. A., Lopes, J., Oliveira, C., & Martin, N. K. (2016). An evaluation of the Behavior and Instructional Management Scale's psychometric properties using Portuguese teachers. Teacher and Teacher Education, 55, 279-290. https://dx.doi.org/10.1016/j.tate.2016.01.020

Spear-Swerling, L., Lopes, J., Oliveira, C., & Zibulski, J. (2016). How Portuguese and American teachers plan for literacy instruction. Annals of Dyslexia, 66(1), 71-90. https://doi.org/10.1007/s11881-015-0107-x

Watson, S. M. R., Judge, S., Lopes, J., Oliveira, C., & Jesus, A. C. (2016). Number knowledge and error types of elementary Portuguese students: Implications for instruction. Clinical and Experimental Psychology, 2(1), 1-6. https://doi.org/10.4172/2471-2701.1000110

2015

Lopes, J., & Almeida, L. S. (2015). Questões e modelos de avaliação e intervenção em psicologia escolar: O caso da Europa e América do Norte. Estudos de Psicologia, 32(1), 75-85. ​https://doi.org/10.1590/0103-166X2015000100007

Lopes, J., Silva, M. M., Moniz, A., Spear-Swerling, L., & Zibulski, J. (2015). Evolução da prosódia e compreensão da leitura: Um estudo longitudinal do 2.º ano ao final do 3.º ano de escolaridade. Revista de Psicodidáctica, 20(1), 5-23. https://doi.org/10.1387/REVPSICODIDACT.11196

2014

Lopes, J. A. (2014). International perspectives in EBD: Critical issues. In P. Garner, J. M. Kauffman, & J. Elliot (Ed.), Handbook of emotional and behavioral difficulties (pp. 1-20). SAGE. https://doi.org/10.4135/9781446247525.n2

Lopes, J. A., & Lemos, M. S. (2014). Motivação para a leitura. In F. L. Viana, I. Ribeiro, & A. Baptista (Ed.), Os caminhos antes, durante e ... depois de aprender a ler (pp. 121-147). Edições Almedina. https://www.researchgate.net/publication/319267852_Motivacao_para_a_leitura/link/599f04a845851574f4b87677/download

Lopes, J. A., Filipe, C. F., & Moniz, A. V. (2014). Reconhecimento de palavras e velocidade de leitura de texto: Um estudo com medidas repetidas no ensino primário. Revista Portuguesa de Psicologia, 43, 9-29. https://repositorium.sdum.uminho.pt/handle/1822/30623

Lopes, J., & Bueno, M. (2014). Construção e validação de uma prova de matemática para alunos do 1º ao 4º ano de escolaridade. Psicologia Reflexão e Crítica, 27(3), 434-442. https://doi.org/10.1590/1678-7153.201427303

Lopes, J., Oliveira, C., Velasquez, M., & Almeida, L. (2014). O ensino da leitura/língua materna nos cursos de formação inicial de professores em Portugal. In F. Viana, R. Ramos, E. Coquet & M. Martins (Coords.), Atas do 10.º Encontro Nacional (8.º Internacional) de Investigação em Leitura, Literatura Infantil e Ilustração (pp. 381-386). CIEC - Centro de Investigação em Estudos da Criança da Universidade do Minho. https://www.researchgate.net/publication/318281798_O_Ensino_da_LeituraLingua_Materna_nos_Cursos_de_Formacao_Inicial_de_Professores_em_Portugal_The_teaching_of_reading_in_initial_teachers'_training_in_Portugal

Lopes, J., Spear-Swerling, L., Oliveira, C. R. G., Velasquez, M. G., Almeida, L. S., & Araújo, L. (2014). Ensino da leitura no 1.º ciclo do ensino básico: Crenças, conhecimentos e formação dos professores. Fundação Francisco Manuel dos Santos. https://www.researchgate.net/publication/309674047_Ensino_da_leitura_no_1_Ciclo_do_Ensino_Basico

Lopes, J., Spear-Swerling, L., Oliveira, C., Velasquez, M. G., & Zibulski, J. (2014). Actual disciplinary knowledge, perceived disciplinary knowledge, teaching experience and teacher's training for reading instruction: A study with primary Portuguese and American teachers. Revista de Psicodidáctica, 19(1), 45-65.​https://doi.org/10.1387/RevPsicodidact.8207

2013

Espelage, D., & Lopes, J. (2013). Indisciplina na escola. Fundação Francisco Manuel dos Santos. https://www.ffms.pt/FileDownload/d2009ece-e618-4935-93fe-7833af7b9c22/indisciplina-na-escola

Lopes, J., Oliveira, C., Reed, L., & Gable, R. A. (2013). Character education in Portugal. Childhood Education, 89(5), 286-289. ​https://doi.org/10.1080/00094056.2013.830880

2012

Lopes, J. (2012). Biologising reading problems: The specific case of dyslexia. Contemporary Social Science. Journal of the Academy of Social Sciences, 7(2), 215-229. https://doi.org/10.1080/21582041.2012.692098

Lopes, J., & Santos, M. (2012). Teachers' beliefs, teachers' goals and teachers' classroom management: A study with primary teachers. Revista de Psicodidáctica, 18(1), 5-24. https://doi.org/10.1387/RevPsicodidact.4615