Bibliographic record
Abstract
Abstract This article discusses the findings from a recently completed two‐year study of women principals' lived experiences with leadership. It focuses on the six women's lived experiences with leading change in their school. Data were collected using in‐depth, phenomenological interviews, observations of the principals' work in schools, and field notes. The findings emphasize shared leadership, conceptions of power as an enabling source of energy within the school, the emphasis on a common vision and dialogue within each of the schools, and the need to educate future leaders and researchers of leadership in a variety of philosophical and theoretical perspectives. Acknowledgements The author wishes to acknowledge the support of the Social Sciences and Humanities Research Council of Canada for their funding support for this research. Notes Hope‐Arlene Fennell is a Professor of educational administration, policy and leadership studies in the Faculty of Education at Lakehead University in Thunder Bay, Ontario, Canada. Her current research interests include women and leadership, policy implementation for school improvement, and educational change processes. She may be conducted at the Faculty of Education, Lakehead University, ass Oliver Rd, Thunder Bay, Ontario, Canada P7B 5E1 (e‐mail: Hope.Fennell@lakeheadu.ca). Additional informationNotes on contributorsHOPE‐ARLENE FENNELL Footnote Hope‐Arlene Fennell is a Professor of educational administration, policy and leadership studies in the Faculty of Education at Lakehead University in Thunder Bay, Ontario, Canada. Her current research interests include women and leadership, policy implementation for school improvement, and educational change processes. She may be conducted at the Faculty of Education, Lakehead University, ass Oliver Rd, Thunder Bay, Ontario, Canada P7B 5E1 (e‐mail: Hope.Fennell@lakeheadu.ca).
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.
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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".