The New DEEL (Democratic Ethical Educational Leadership) and the Work of Reclaiming a Progressive Alternative in Educational Administration from PreK-20
Bibliographic record
Abstract
Facing repressive accountability regimes and high-stakes testing in the US and beyond, university and practitioner educators around the world decided to take action. Inspired by the democratic administration movement of the 1930‘s and 1940‘s and current scholarship in ethics, we started a movement called the New DEEL (Democratic Ethical Educational Leadership). Our mission is to create an action-oriented partnership, dedicated to inquiry into the nature and practice of democratic, ethical educational leadership through sustained processes of open dialogue, right to voice, community inclusion, and responsible participation toward the common good. New DEEL leaders include faculty, students, staff, parents, administrators and community members. Since our inception in 2004, we have grown to include colleagues from over thirty universities as well as numerous school districts in the U.S., Canada, U.K., Hong Kong, Sweden, Australia, New Zealand, Taiwan and Jamaica. Results from our work include scholarship, new graduate programs, 6 successful international conferences, and support for emerging Progressive leaders in the K-12 system and in higher education. Our article will illustrate the difference our international movement is making in the lives of students, families, practitioners, and university faculty as we strive to reclaim a Progressive alternative in our field of educational administration. We are presenting a descriptive account of our recent history along with an agenda for future development. We think our example will be useful in an era when Progressive Education is under direct attack in most of the world‘s developed economies
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.
How this classification was reachedexpand
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 | 0.000 | 0.001 |
| 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 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".