The Principal's Support of Classroom Teacher-Media Specialist Collaboration
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 project was designed to determine how well the principal supports collaboration in exemplary media program schools in Georgia from the viewpoints of media specialists, classroom teachers, and principals. A pilot study was conducted to develop a survey instrument that could be used as the foundation for the exemplary school media program study. Collaboration is well covered in the literature, but information about principals and their influence on collaboration is eginning to be a discussion of concern. The purpose of the descriptive survey study was to determine the existing situation regarding how supportive principals are for collaboration to occur between classroom teachers and media specialists in chools where the media programs are considered exemplary. A questionnaire was mailed to principals, teachers, and media specialists in 12 schools designated as having exemplary school library media programs in Georgia by the State Department of Education. The findings for the study supported the researchers' expectations that media specialists and classroom teachers in exemplary school library media program schools receive support from the principal for collaboration. The assumption of the study was that principals in schools that are considered to have exemplary media programs provide support for collaboration for classroom teachers and media specialists.
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 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 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