@article {1129,
	title = {USING STUDENTS{\textquoteright} VOICE TOWARDS QUALITY IMPROVEMENT OF ANGOLAN SECONDARY PHYSIC CLASSES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {289-298},
	abstract = {Educational research points to similar learning experiences across different countries, in particular that physical science tends to be an unpopular discipline among students from secondary school. The use of students{\textquoteright} voice to adapt curriculum and implement innovative teaching practice has been gaining relevance towards the effort of potentiating positive and meaningful learning experiences. The present research discusses the voice of 1139 Angolan students from one public school attending the first cycle of secondary education (7th to 9th grade) considering their physics classes. Students{\textquoteright} voice was accessed through the application of a questionnaire which included open and closed questions, some in the format of statements requiring students to indicate their individual opinion. Descriptive statistics to ten specific aspects of their physics classes points to a global scenario of transmissive teaching and a lack of laboratorial and technological resources. Moreover, laboratorial work, suggested in national curriculum to cover topics in Physics, and students{\textquoteright} involvement in assessment seems to decrease from 7th to 9th grade. Identified patterns revealed to be statistically significant.  Based on these results three specific recommendations for educational stakeholders are presented. The consideration of students{\textquoteright} voice in curriculum and school management is particularly innovative, not only but also for Angolan contexts and particularly relevant considering that the Angolan curriculum reform is presently under evaluation. Finally, educational researchers around the world may find relevant insights for their own educational challenges taking into account the milestones associated to the fourth goal of the Sustainable Development Goals, which is focused in assuring a quality education for all.  },
	keywords = {Angola, physics classes, quality education, secondary education, students{\textquoteright} voice},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.289},
	url = {http://oaji.net/articles/2017/457-1529089411.pdf},
	author = {Maria da Gra{\c c}a Breganha and Betina da Silva Lopes and Nilza Costa}
}
@article {1037,
	title = {IMPACT EVALUATION OF TWO MASTER COURSES ATTENDED BY TEACHERS: AN EXPLORATORY RESEARCH IN ANGOLA},
	journal = {Problems of Education in the 21st Century},
	volume = {74},
	year = {2016},
	month = {December/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {49-60},
	abstract = {The present research aims to evaluate the impact of two master courses offered by one public higher education institution in Angola on the professional development of Angolan teachers and also on the broader educational community. The two courses were attended by 393 teachers. The data of 45 answered questionnaires and six verbatim transcripts of individual semi-structured interviews were analysed. According to the teachers perspective the courses contributed to teachers{\textquoteright} personal growth and changes of practices, as well as improved students{\textquoteright} learning (micro context of impact). Although to a lesser extent, impact on broader contexts was also identified, indicating that changes occurred also within other teachers and elements of the surrounding school community (meso context of impact) as well as the community of educational research (macro context of impact). The results in discussion are of relevance for further investment on post graduation courses (master level) for teachers offered by higher education institutions. Outlined recommendations could potentially contribute to impact enhancement (and understanding) of academic post-graduation courses{\textquoteright} attended by in-service teachers, particularly those integrated in  recent higher education systems of post conflict countries, such as the Republic of Angola. },
	keywords = {Angola, impact evaluation, master courses, post-graduation, teacher education, teachers{\textquoteright} professional development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.74.49},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1227394},
	author = {Betina Silva Lopes and Nilza Costa and Bernardo Filipe Matias}
}
