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Pseudomorphosis of Schools' System and the Fiction of its Regulatory Processes: A Study of Educational Narratives

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Title: Pseudomorphosis of Schools' System and the Fiction of its Regulatory Processes: A Study of Educational Narratives
Language: English
Authors: Lídia Serra (ORCID 0000-0003-4720-2665), José Alves (ORCID 0000-0002-9490-9957), Diana Soares (ORCID 0000-0002-0379-2213)
Source: Journal of Pedagogical Research. 2024 8(1):1-27.
Availability: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: School Districts, Educational Change, School District Autonomy, Government School Relationship, Curriculum, Institutional Evaluation, Content Analysis, Documentation, School Culture, Innovation, Capacity Building, Transformational Leadership, Social Capital, School Administration
ISSN: 2602-3717
Abstract: The inconsistencies between agents of the educational system, where it reigns tensions and disjointed mechanisms that express failures of multidisciplinary action, make schools behave like pseudomorphic systems. This article examines interactions between autonomy and control, resorting to a qualitative study with a quantitative approach to schools' strategic documents and inspectorate reports using NVivo. It provides a multiperspective cross-analysis of school narratives regarding (i) principals' vision, (ii) school strategic orientation, and (iii) internal and external evaluation reports. This article exposes how schools demand an organised, intentional, and planned way of using self-knowledge to enhance teaching and learning. It uncovers that innovation is an undervalued facet in the school organisation and a marginal element of the school evaluation. Additionally, it reveals system inconsistencies regarding external evaluation and school organisation. The difficulty of school change asserts that educational systems need to deepen interconnections to prevent schools from keeping a traditional functional structure masked by modern educational discourses, meaning pseudomorphic guidance.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1417848
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Pseudomorphosis of Schools' System and the Fiction of its Regulatory Processes: A Study of Educational Narratives
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  Data: <searchLink fieldCode="AR" term="%22Lídia+Serra%22">Lídia Serra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4720-2665">0000-0003-4720-2665</externalLink>)<br /><searchLink fieldCode="AR" term="%22José+Alves%22">José Alves</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9490-9957">0000-0002-9490-9957</externalLink>)<br /><searchLink fieldCode="AR" term="%22Diana+Soares%22">Diana Soares</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0379-2213">0000-0002-0379-2213</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Pedagogical+Research%22"><i>Journal of Pedagogical Research</i></searchLink>. 2024 8(1):1-27.
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  Data: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
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  Data: 27
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  Data: <searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22School+District+Autonomy%22">School District Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Government+School+Relationship%22">Government School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Evaluation%22">Institutional Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Documentation%22">Documentation</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Innovation%22">Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+Building%22">Capacity Building</searchLink><br /><searchLink fieldCode="DE" term="%22Transformational+Leadership%22">Transformational Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Capital%22">Social Capital</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink>
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  Data: 2602-3717
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  Data: The inconsistencies between agents of the educational system, where it reigns tensions and disjointed mechanisms that express failures of multidisciplinary action, make schools behave like pseudomorphic systems. This article examines interactions between autonomy and control, resorting to a qualitative study with a quantitative approach to schools' strategic documents and inspectorate reports using NVivo. It provides a multiperspective cross-analysis of school narratives regarding (i) principals' vision, (ii) school strategic orientation, and (iii) internal and external evaluation reports. This article exposes how schools demand an organised, intentional, and planned way of using self-knowledge to enhance teaching and learning. It uncovers that innovation is an undervalued facet in the school organisation and a marginal element of the school evaluation. Additionally, it reveals system inconsistencies regarding external evaluation and school organisation. The difficulty of school change asserts that educational systems need to deepen interconnections to prevent schools from keeping a traditional functional structure masked by modern educational discourses, meaning pseudomorphic guidance.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
        StartPage: 1
    Subjects:
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: School District Autonomy
        Type: general
      – SubjectFull: Government School Relationship
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Institutional Evaluation
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      – SubjectFull: Content Analysis
        Type: general
      – SubjectFull: Documentation
        Type: general
      – SubjectFull: School Culture
        Type: general
      – SubjectFull: Innovation
        Type: general
      – SubjectFull: Capacity Building
        Type: general
      – SubjectFull: Transformational Leadership
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      – SubjectFull: Social Capital
        Type: general
      – SubjectFull: School Administration
        Type: general
    Titles:
      – TitleFull: Pseudomorphosis of Schools' System and the Fiction of its Regulatory Processes: A Study of Educational Narratives
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            NameFull: Lídia Serra
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            NameFull: José Alves
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            NameFull: Diana Soares
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              M: 01
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              Y: 2024
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