SCHOOL MANAGEMENT AND PEDAGOGICAL INNOVATION: THEORETICAL REFLECTIONS IN BASIC EDUCATION
Bibliographic record
Abstract
The bibliographic research focuses on reflection on school management and pedagogical innovation in Basic Education, with the research problem being: How do the authors address the themes arising from school management and pedagogical innovation in the context of Basic Education?Based on this problem, the objective of the research is to understand how the authors approach themes related to the relationships between school management and pedagogical innovation, in the context of Basic Education.The theoretical framework has as its structuring axis the assumptions of Lck about school management and Carbonell regarding pedagogical innovation, establishing a dialogue with other authors who discuss the themes under study.The main results are: a) School management and pedagogical innovation in the context of Basic Education, boosting the quality of education and meaningful learning; b) The importance of the dimensions of pedagogical innovation, such as the contribution to teacher training, the pedagogical sustainability of the school and the consolidation of a reflective methodology; c) Promoting the continued training of managers in different areas of school management and pedagogical innovation; d) The dissemination of school management and pedagogical innovation through the promotion of research and the publication of articles in journals and events during the research, whether book chapters and participation as speakers at congresses, seminars and panels, among others; e) Contribution to the advancement of discussions, in academic-scientific terms regarding the investigative theme of the research.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".