Browsing by Author "Pinheiro, Generosa"
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- O 25 de abril, os jovens e a cidadania ativa e global: uma pesquisa exploratóriaPublication . Pinheiro, Generosa; Alves, José Matias
- Development and validation of a scale to measure students’ feelings about school: an exploratory and confirmatory factor analysis approachPublication . Serra, Lídia; Alves, José Matias; Pinheiro, GenerosaOver the past fifty years, schools have undergone significant changes in terms of technology and digitalization, as well as pedagogical, organizational, social, and cultural shifts, which have led to transformations in relationships between students and teachers, peers, and within the broader school environment. Dynamic contexts impose new challenges to teaching and learning, and emotions, feelings, and moods play a central role in this process. Understanding students’ relationships with the school can provide valuable insights into their engagement, well-being, and academic success. However, this problem remains under-evaluated in school practice due to the lack of simple tools that can capture students' emotional experiences in a regular and contextualized manner. This study aims to address this gap by developing a scale to evaluate middle and high school students' interactions with peers and teachers, perceptions of school climate, teaching and learning, and assessment. The study used a 31-item questionnaire, and a survey was conducted with students aged 10 to 19 years old. An exploratory factor analysis (N = 200) and a confirmatory factor analysis (N = 300) were performed to identify and validate a hypothetical construct that explains the observed variables. Then, using an exploratory design to examine the preliminary structure and psychometric properties of the Exploratory Students’ School Experience Scale (ESSES), the study reached two models. While one model exhibited good fit, the other model reflected a balance between statistical adequacy and conceptual parsimony, aiming to retain a structure that is both interpretable and psychometrically sound.
- Educational teams: building professional and organizational learning communitiesPublication . Pinheiro, Generosa; Alves, José MatiasQuality education that prepares young people to think and make ethically responsible decisions seems to be the only sustainable solution to respond to today’s global challenges. However, this capacity to learn requires a new school grammar, through the creation of conditions, structures and cultures that promote relationships and synergies capable of transforming teachers and school leaders into creative learners and facilitators of learning. In this sense, this study sought to understand the effects of a change in the organizational dynamics of a school, the organization of teaching by educational teams, on the individual, collective and organizational learning of this school organization. To this end, we adopted a fundamentally qualitative research approach, which we operationalized through a case study, based on a quali-quanti approach. We combined a descriptive statistical analysis of two questionnaires with a content analysis of interviews, focus discussion groups, and field notes from classroom observations and educational team meetings. The analysis of all these data points to the fact that effective change in schools and education that promotes deep learning for teachers and, consequently, for students and the organization, requires joint and articulated action not only at the level of structure and leadership, but also at the level of beliefs and school cultures.
- Middle leadership in educational teams: practices and effects on the development of learning communitiesPublication . Pinheiro, Generosa; Alves, MatiasIn a new context of management and teaching action, framed by the organization of the school into educational teams, middle leaders can play a key role in promoting learning communities, teacher development and improving teaching. Therefore, it seems relevant to understand the practices of these leaders that make their leadership effective. To this end, we adopted a qualitative research paradigm, operationalized through a case study, combining a quantitative and qualitative approach. Thus, we articulated data analysis processes based on descriptive statistics, which we subjected to structural and semantic analysis and interpretation, with a qualitative approach, essentially based on content analysis, to delve into some unique contexts and the perspective of individual actors. After analyzing the data, we conclude that educational team coordinators play a fundamental role in facilitating the interpersonal characteristics of learning communities, involving teachers in a more collaborative and collegial working environment. However, their role in facilitating teacher learning is weaker, which hinders their contribution to deepening teacher learning and changing classroom practices.
- Organizational learning within the context of the functioning of educational teams: the progressive emergence of a professional metamorphosisPublication . Pinheiro, Generosa; Alves, José MatiasResponding to contemporary global challenges will require quality education, which presupposes changes in schools’ organizational structures, new roles and mentalities for the players involved and a culture of learning at the different levels of organizations. In this regard, we strive to understand how changing certain organizational structures, more specifically the organization of teaching by educational teams operating as professional learning communities, can have an impact on individual, collective and organizational learning at schools. To this end, we have adopted a qualitative research paradigm, put into operation through a case study, based on a qualitative-quantitative approach. We combined a descriptive statistical approach consisting of two questionnaires, which have been decoded and interpreted both structurally and semantically, with a content analysis of interviews, focused discussion groups and field diary notes, to examine a number of unique contexts and the perspectives of individual players. We concluded that a change in organizational structures is an essential but insufficient condition. What is needed is a change in the players’ beliefs and collaboration that provides deep learning. As such, a substantial change in education at the level of educational organization requires joint action at the levels of structure, middle leadership, beliefs and professional cultures.
- School leadership and organization in times of complexity: paths to a collaborative and regenerative schoolPublication . Pinheiro, Generosa; Alves, José Matias; Serra, LídiaThis article describes a possible metamorphosis of school grammar—the underlying structures, practices, and norms that shape how schools function—through the organization of teaching by educational teams. Educational teams can serve as catalysts for transforming schools into more personalized, flexible, interactive, and adaptive systems. It also discusses the implications of these structural changes for the shift toward more integrative leadership models, such as collaborative and regenerative leadership. Hence, the article tries to fill a conceptual gap concerning how educational teams can serve as a structural level for reconfiguring the traditional grammar of schooling through an integrative lens that implies school actors. To present further implications for practice, this article, a conceptual analysis, examines the role of principals, middle leaders, and teacher leaders in building these leadership perspectives. This whole approach emphasizes the importance of a joint, articulated and holistic effort, which will require a change of vision and purpose, but also of structures, of leadership and of the school cultures, in an ecological dynamic, to achieve the sustainable success of the school and the attainment of the goals of quality, equity, diversity and social justice.