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
Everybody involved in education is a potential educational leader. Consequently, leadership is everybody’s responsibility, either in a designated role of leadership or in supporting those in formal positions of leadership. This essay invites readers to consider the value of telling stories about our lived experiences with educational leadership. We as educators need to learn how to engage in dialogue with one another, how to support one another, and how to live creatively with one another. We need new stories, more complex, intricate, and eloquent narratives that conceive, compose, and imagine our relationships with one another. We need new myths or at least we need to engage in a process of constantly reviewing and revising the myths that we live by. Our lives in schools and outside schools are located (called together) in stories. So, in this essay, I offer a few stories from a long life of teaching, stories that I anticipate might raise questions for educators about how we compose and sustain more creative relationships among all of us in our different roles. I focus on heart, humility, health, and hope as four familiar concepts in teaching and learning in order to contribute to a conversation that is ongoing, always in process, and never definitive. As educators, we need to communicate, respond to, evaluate, and transform our stories by infusing our pedagogy with heart, humility, health, and hope. Our stories shape our identities, compose our relationships, and create possibilities for learning to live well with one another.Keywords: educational leadership; hierarchy; narrative
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
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