Programs for school principal preparation in East Europe
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 This paper is intended to provide an overview of trends in European education and to offer a framework for considering the elements of school management. Design/methodology/approach This paper reports elements of the planning and implementation of a graduate‐level leadership development initiative in Bulgaria. Findings Several lessons learned were garnered from this project. First, models of leadership development must be adaptable to local organizational and system cultures. Second, international leadership development programs should expose participants to different approaches to learning and promote reflective analysis of the various approaches. Expansion of train‐the‐trainer models should be planned from the beginning of projects and consider status differences between trainers‐of‐trainers and trainees who become trainers. Finally, sustainability must be included in planning. Research limitations/implications The international leadership development program is reported from the perceptions of those who participated in the delivery and in the accreditation process. Others may perceive the program differently. Practical implications Management training needs to be practiced so program participants should have opportunities to practice, receive feedback, and dialogue. Experiential learning is essential. New educational ideas may need long incubation periods in the settings where they are introduced. Originality/value Leadership development program in East Europe are a relatively recent phenomenon and lessons learned will resonate with providers of leadership preparation programs in other settings.
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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