Luís Tinoca

Szelei, N., Pinho, A. S., & Tinoca, L. (2024). “Foreigners in our schools”: Cultural diversity, othering, and the desire for justice in schools. Urban Education, 59(3), 784–814. https://doi.org/10.1177/00420859211058420

Semião, D., Mogarro, M. J., Pinto, F., Martins, M. J., Santos, N., Sousa, O., Marchão, A., Freire, I., Lord, L., & Tinoca, L. (2023). Teachers’ perspectives about students’ cultural diversity and their inclusion in classrooms across European countries: A systematic literature review. Education Sciences, 13(12), 1215. https://doi.org/10.3390/educsci13121215

Tempera, T., & Tinoca, L. (2023). Project-based learning in initial teacher education: The practice of three higher education institutions in Portugal. Center for Educational Studies Journal, 13(2), 57–77. https://doi.org/10.26529/cepsj.1141

Freire, A. S., & Tinoca, L. (2023). Práticas de inclusão em contextos educativos / Inclusive practices in educational contexts. In Aa. Vv. (Eds.), Sínteses de investigação UIDEF: 2020–2023 / UIDEF research syntheses: 2020–2023. Lisboa: Instituto de Educação da Universidade de Lisboa.

Fernandes, D., Neves, C., Tinoca, L., Viseu, S., & Henriques, S. (2022). Relações entre as políticas públicas de educação e o desempenho de Portugal no PISA (2000–2015). Education Policy Analysis Archives, 30(168). https://doi.org/10.14507/epaa.30.6213

Tinoca, L., Piedade, J., Santos, S., Pedro, A., & Gomes, S. (2022). Design-based research in the educational field: A systematic literature review. Education Sciences, 12(6), 410. https://doi.org/10.3390/educsci12060410

Semião, D., Tinoca, L., & Pinho, A. S. (2022). The professional culture of teachers: From Andy Hargreaves’ theory to the reality experienced at school [Cultura profissional dos professores: da teoria de Andy Hargreaves à realidade vivenciada na escola]. Educação em Revista, 38, e37369. https://doi.org/10.1590/0102-469837369

Szelei, N., Tinoca, L., & Pinho, A. S. (2020). Professional development for cultural diversity: The challenges of teacher learning in context. Professional Development in Education, 46(5), 780–796. https://doi.org/10.1080/19415257.2019.1642233

Reis, P., Tinoca, L., Baptista, M., & Linhares, E. (2020). The impact of student-curated exhibitions about socio-scientific issues on students’ perceptions regarding their competences and the science classes. Sustainability, 12, 2796. https://doi.org/10.3390/su12072796

Szelei, N., Tinoca, L., & Pinho, A. S. (2019). Rethinking “cultural activities”: An examination of how teachers utilised student voice as a pedagogical tool in multicultural schools. Teaching and Teacher Education, 79, 176–187. https://doi.org/10.1016/j.tate.2018.12.020