Clara Barata

Clara Barata, Dr.

(on leave from ISOTIS May2017-June2018)

Dr. Clara Barata was a researcher and invited professor at the Faculty of Psychology and Sciences of Education at the University of Coimbra when ISOTIS started. She holds a master’s and doctoral degree in Education from the Harvard Graduate School of Education, and a licenciatura in Clinical Child Psychology from the University of Lisbon. Recently, Clara coordinated the experimental evaluation of a Playgroups intervention for Roma and hard-to-reach families of children 0 to 4 in Portugal and was also a member of the CARE consortium, a 11-country collaborative project funded by the European Commission to address issues related to the quality, inclusiveness, and individual, social, and economic benefits of Early Childhood Education and Care (ECEC) in Europe.  Previously, she was a Marie Curie Fellow looking at the developmental paths of Portuguese preschoolers at risk, and their family and classroom characteristics. Prior to this project, she designed and implemented a large-scale evaluation of a national policy for the Portuguese Ministry of Education and Science; and before that she was the research project coordinator for Un Buen Comienzo, a large randomized trial evaluation of a preschool professional development program in Santiago, Chile. 
In this consortium, she is generally responsible for the tasks of dissemination and communication of foreground. However, from May 2017 to May 2018 she will be on leave from the project ISOTIS to pursue other professional activities. Dr. Catarina Leitão will be in charge of all tasks of dissemination and communication of foreground on behalf of the University of Coimbra. 

WORK PACKAGES: 7 (leader)

CONTACT INFORMATION
University of Coimbra
Portugal

Description

Yoshikawa, H., Leyva, D., Snow, C., Trevino, E., Barata, M.C., Weiland, C., Gomez, C., Moreno, L., Rolla, A., D’Sa, N., & Arbour, MC. (2015). Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. Developmental Psychology, 51(3), 309–322.

Leyva, D., Weiland, C., Barata, M.C., Yoshikawa, H., Snow, C., Treviño, E., & Rolla, A. (2015). Teacher-child interactions in Chile and their associations with prekindergarten
outcomes. Child Development. DOI: 10.1111/cdev.12342.

Weiland, C., Barata, M.C., & Yoshikawa, H. (2014). The co-occurring development of executive function skills and receptive vocabulary in children enrolled in an urban prekindergarten program: A look at the direction of the developmental pathways. Infant and Child Development. DOI: 10.1002/icd.1829.

Barata, M. C., Calheiros, M. M., Patrício, J., Graça, J., & Lima, M. L. (2015). Evaluating the impact of national educational policy to reduce retention and increase achievement in compulsory education. Elementary School Journal.

Barata, M.C. & Yoshikawa, H. (2014). Mixed methods in research on child well-being. In A. Ben-Arieh, F. Casas, I. Frones, & J.E. Korbin (Eds.), Handbook of Child Well-Being. Theories, Methods and Policies in Global Perspective. Dordrecht: Springer.