Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices
Why is this work in the frame?
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Full frame distilled prediction
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.
- Candidate categories
- none
- Consensus categories
- none
- Domain
- Candidate signal: noneConsensus signal: none
- Study design
- Candidate signal: ObservationalConsensus signal: Observational
- Genre
- Candidate signal: EmpiricalConsensus signal: Empirical
- Teacher disagreement score
- 0.103
- Threshold uncertainty score
- 0.974
- Validation status
machine_predicted_unvalidated·codex-gemma-dda1882f352a
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 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 | 0.001 | 0.001 |
| 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)
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
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.
- Teacher spread
- 0.317 · how far apart the two teachers sit on this one work
- Validation status
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
Abstract
Using data from a larger 4-year evaluation of England's National Literacy and Numeracy Strategies, this study tested the effects of a school-specific model of transformational leadership on teachers (motivation, capacities, and work settings), their classroom practices, and gains in student achievement. Some 2,290 teachers from 655 primary schools responded to 2 forms of a survey (literacy and numeracy) measuring all variables in our framework. Our measure of student achievement was gains in the British government's own Key Stage 2 tests over either 2 (numeracy) or 3 (literacy) years. Path analytic techniques were used to analyze the several different versions of the results. Results indicate significant effects of leadership on teachers' classroom practices but not on student achievement.
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.
The record
- Venue
- School Effectiveness and School Improvement
- Topic
- Education Systems and Policy
- Field
- Social Sciences
- Canadian institutions
- University of Toronto
- Funders
- not available
- Keywords
- NumeracyTransformational leadershipMathematics educationLiteracyPsychologyScale (ratio)Government (linguistics)Academic achievementPedagogySocial psychology
- Has abstract in OpenAlex
- yes