Preparing school leaders for the 21st century : an international comparison of development programs in 15 countries
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Preface Terms and Abbreviations Lists of Figures and Tables I. Context of Research Stephan Huber 1. School Leadership: Roles, Tasks, Competences, and Conceptions 2. Aim and Scope of this International Comparison 3. Methodology and Methods II. Comparison and Discussion of Findings Stephan Huber 1. Provider: Monopoly or Market, Centralised or Decentralised Planning and Implementation of Programs 2. Target Group, Timing, Nature of Participation, and Professional Validity: Multiple Approaches 3. Aims: Different Goals, Orientations, and Conceptions 4. Contents: What Is Important? 5. Methods: Learning in Lectures, Seminars, Workshops, from Colleagues, and in the Workplace 6. Pattern: One Size for All or Multi-Phase Designs and Modularisation III. Conclusions and Outlook Stephan Huber 1. Current Trends from a Global Perspective 2. Evaluation, Best Practice, and Multi-Stage Adjustment of Aims in School Leader Development 3. Recommendations for Designing and Conducting Training and Development Programs 4. What Has to be Done by Research? IV. Country Reports Europe Sweden: Split Responsibility between State and Municipalities Stephan Huber and Olof Johansson Denmark: No Need for Regulations and Standards? Stephan Huber and Lejf Moos England: Moving Quickly towards a Coherent Provision Stephan Huber and Mel West The Netherlands: Diversity and Choice Stephan Huber and Jeroen Imants France: Recruitment and Extensive Training in State Responsibility Stephan Huber and Denis Meuret Germany: Courses at the State-Run Teacher Training Institutes Stephan Huber and Heinz Rosenbusch Switzerland: Canton-Specific Qualification for Newly Established Principalships Stephan Huber and Anton Strittmatter Austria: Mandatory Training according to State Guidelines Stephan Huber and Michael Schratz South Tyrol, Italy: Qualifying for 'Dirigente' at a Government-Selected Private Provider Stephan Huber and Michael Schratz Asia Singapore: Full-Time Preparation for Challenging Times Stephan Huber and S. Gopinathan Hong Kong: A Task-Oriented Short Course Stephan Huber and Huen Yu Australia/New Zealand New South Wales, Australia: Development of and for a 'Learning Community' Stephan Huber and Peter Cuttance New Zealand: Variety and Competition Stephan Huber and Jan Robertson North America Ontario, Canada: Qualifying School Leaders according to Standards of the Profession Stephan Huber and Kenneth Leithwood Washington, New Jersey, California, USA: Extensive Qualification Programs and a Long History of School Leader Preparation Stephan Huber Washington: Working Together to Prepare Leaders Stephan Huber and Kathy Kimball New Jersey: A New Paradigm for Preparing School Leaders Stephan Huber and Michael Chirichello California: University- and State-Supported Professional Development Stephan Huber and Janet Chrispeels Short Summaries of Country Reports: A Juxtaposition Summary of the Book Information about Co-Authors Appendix: Methodology and Methods References Index
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| 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 it