| University students’ sense of belonging to the home town: The role of residential mobility E Cicognani, I Menezes, G Nata Social Indicators Research 104, 33-45, 2011 | 53 | 2011 |
| Unfairness in access to higher education: a 11 year comparison of grade inflation by private and public secondary schools in Portugal G Nata, MJ Pereira, T Neves Higher Education 68, 851-874, 2014 | 41 | 2014 |
| Diferença cultural e democracia: Identidade, cidadania e tolerância na relação entre maioria e minorias G Nata PQDT-Global, 2007 | 35 | 2007 |
| Social inequality in access to higher education: grade inflation in private schools and the ineffectiveness of compensatory education T Neves, H Ferraz, G Nata International Studies in Sociology of Education 26 (2), 190-210, 2017 | 29 | 2017 |
| Literature review on early childhood education and care for children under the age of 3 J Cadima, G Nata, S Barros, V Coelho, C Barata OECD, 2020 | 22 | 2020 |
| Differentiating hypoglycemia awareness status from hypoglycemia experience in tools for measuring impaired awareness of hypoglycemia E Sepulveda, R Poínhos, G Nata, D Carvalho, JS Neves, D Seixas, ... Diabetes Technology & Therapeutics 22 (7), 541-545, 2020 | 20 | 2020 |
| Internet survey among staff working in formal and informal (education) sectors in ten European countries P Slot, B Romijn, J Cadima, G Nata, O Wyslowska | 17 | 2018 |
| Head teachers' perceptions of secondary school rankings: Their nature, media coverage and impact on schools and the educational arena T Neves, MJ Pereira, G Nata Education as Change 18 (2), 211-225, 2014 | 14 | 2014 |
| One-dimensional school rankings: a non-neutral device that conceals and naturalises inequalities. T Neves, J Pereira, G Nata International Journal on School Disaffection 9 (1), 2012 | 13 | 2012 |
| A participação política da juventude em Portugal M Silva, M Fernandes-Jesus, M Loff, G Nata, I Menezes Lisbon: Fundação Calouste Gulbenkian, 2022 | 12 | 2022 |
| Parent-and family-focused support in Portugal: Context and analysis of services/programmes from an equity perspective G Nata, J Cadima Child and Adolescent Social Work Journal 36, 269-283, 2019 | 12 | 2019 |
| A eficácia dos programas de educação compensatória nos resultados escolares: análise do programa nacional português de educação compensatória ao longo de 13 anos H Ferraz, T Neves, G Nata Ensaio: Avaliação e Políticas Públicas em Educação 26 (100), 1058-1083, 2018 | 12 | 2018 |
| Elaboration of countertransference experience and the workings of the working alliance. JF Barreto, G Nata, PM Matos Psychotherapy 57 (2), 141, 2020 | 11 | 2020 |
| A virtual learning environment model of professional development aimed at enhancing diversity and inclusiveness P Slot, B Romijn, G Nata | 11 | 2019 |
| Has the Portuguese compensatory education program been successful in reducing disadvantaged schools’ performance gaps? A 15-year quantitative analysis of national exams H Ferraz, T Neves, G Nata Education Sciences 9 (4), 270, 2019 | 10 | 2019 |
| A emergência e evolução da educação compensatória na teoria e na prática: Fragilidades e possibilidades H Ferraz, T Neves, G Nata Educação, Sociedade & Culturas, 83-103, 2018 | 10 | 2018 |
| Inventory and analysis of promising and evidence-based parent-and family-focused support programs J Cadima, G Nata, M Evangelou, Y Anders | 9 | 2017 |
| Parent and family focused support to increase educational equality: central assumptions and core concepts Y Anders, J Cadima, M Evangelou, G Nata | 7 | 2017 |
| O impacto do programa TEIP nos resultados dos exames nacionais ao longo de 12 anos H Ferraz, D Enes, T Neves, G Nata MELO, BP et al. Entre a crise e a euforia: práticas e políticas educativas …, 2014 | 7 | 2014 |
| O suporte a direitos de minorias culturais e o desenvolvimento moral. G Nata, I Menezes Universidade do Minho, 2010 | 7 | 2010 |
Tiago NevesUniversity of Porto在 fpce.up.pt 的电子邮件经过验证
