Teaching Principals in Small Rural Schools: “My Cup Overfloweth”
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
This paper presents the results of interviews with 12 Manitoba and Alberta rural teaching principals regarding their leadership practices in small schools. The overwhelming theme mentioned by these teaching principals was the joy and sense of purpose they found in the relationships they cultivated with children, staff, and community members because of the ‘advantages’ they had working in small schools. The paper details the small schools context within which teaching principals are working in these two provinces and outlines the role of reciprocal relationality that is central to their leadership efforts in small rural schools. Cet article présente les résultats d’entrevues auprès de douze directeurs-enseignants d’écoles rurales au Manitoba et en Alberta portant sur les pratiques de leadership dans les petites écoles. Le thème dominant qui en est ressorti est celui de la joie et le sentiment d’un but à atteindre qu’ils retiraient des rapports entretenus avec les enfants, le personnel et les membres de la communauté et qu’ils associaient aux « bienfaits » de travailler dans une petite école. L’article décrit en détail le contexte scolaire dans lequel travaillent les directeurs-enseignants dans ces deux provinces, et dresse un portrait du rôle de la relationnalité réciproque qui est au centre de leurs efforts comme dirigeants de petites écoles en milieu rural.
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 | 0.000 | 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