Using case studies to visualize success with first year principals
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
Purpose The purpose of this paper is to present a discussion of one element of a principal preparation graduate program that uses visualization as a technique to practice decision making. Design/methodology/approach The author analyzed information collected from participants who created personal case studies using a visualization technique. Data also were collected through interviews and reflections of the new principals. Findings A description of the use of visualization is offered including two examples of case studies using visualization. In the examples, new principals learned to make strong decisions about challenges and felt they developed problem‐solving skills that they would use in the future. Research limitations/implications The study was limited to case scenarios of two new principals. There is a need for a greater connection between university preparation programs and the daily reality of principals' work. Practical implications The suitability of the content of existing principal preparation programs warrants closer examination. Originality/value This report contributes to the understanding of possible strategies for use in principal preparation programs that develop capacity and decision making.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.001 |
| 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 | 0.000 | 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