Distributed Leadership Theory for Investigating Teacher Librarian Leadership
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
The ever-evolving and complex technological environment of 21st century schools and the new leadership capacities that accompany it have signified a paradigm shift in leadership. Distributed leadership has emerged as a possible method for dealing with the increased responsibilities and pressures placed upon school principals. Distributed leadership theory is proposed as a means of in-depth analysis of the practice of school leaders in order to understand the dynamics of leadership practice and proposes that leadership function is stretched over the work of a number of individuals (Spillane, 2006). This theory, the concepts, propositions it contains, and the research evolving from it present a means for exploring and analyzing the leadership activities, actions, and roles of teacher librarians. The applicability of distributed leadership to teacher librarian leadership will be demonstrated through this report of research that applied distributed leadership theory to investigate the enablers and barriers to teacher librarian technology integration leadership.
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 | 0.002 | 0.012 |
| 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 | 0.001 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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