School Leadership in the Caribbean: Perceptions, Practices, Paradigms
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Bibliographic record
Abstract
leadership in the Caribbean: Perceptions, practices, paradigms. Edited by Paul Miller. (2013). Oxford, UK: Symposium Books. 204 pp. (ISBN 978-1-873927-81-6)Dr. Paul Miller's (2013) edited book, Leadership in the Caribbean: Perceptions, Practices, Paradigms, explores key socio-cultural, socio-political, and socio-historical constructions and practices of school leadership in Caribbean territories across micro, meso and macro levels of education systems. Together, the chapters interrogate regional similarities and local differences across school contexts, highlight persistent challenges to educational development in island states, and in the region, and describe urgent, transformative steps to bring school leadership in the Caribbean on par with international standards. This book fits the theme of this Special Issue School Leadership: Opportunities for Comparative Inquiry, and readers of the Canadian and International Education journal will find it makes a timely and important contribution to the discussion on school leadership in the Caribbean.Miller's book is dually situated within the fields of educational leadership and comparative and international education; an evidenced-based interrogation of the current nature, practices and challenges of school leadership in local and regional jurisdictions adds to the international educational leadership literature. Overall, the discussions facilitate a more nuanced understanding of school leadership in the Caribbean, particularly in relation to the region's history of colonization and the subsequent postcolonial trajectories of individual island states. The book also raises interesting and important areas for research, especially given globalization, the region's dependence on foreign aid, and the concomitant, heavy involvement of international organizations such as the United Nations, the International Monetary Fund, and the World Bank in local governance. Educators, researchers, and policymakers alike can draw from the leadership situations and challenges described in this book to inform practice, debates and planning in the region, particularly in problematizing context when making universal claims regarding 'best practices' in school leadership.The book is divided into three parts. The first examines common perceptions which frame discourse and practice around school leadership. The authors engage with theories of distributed leadership and emotional intelligence in disrupting the still dominant authoritarian style of schooling, and in countering 'transient' school leadership in and after natural disasters in Montserrat, a volcanic-prone island. The second juxtaposes notions of leadership practice for performance and existence. Here, authors assert a strong postcolonial stance in examining inclusion and special education in Trinidad and Tobago and the current deleterious context of an inherited elitist, exclusive nature of schooling in Guyana. Other authors draw on distributed leadership in studying successful principalship and the middle management leadership base in Jamaica. The third part of the book addresses paradigms of change, improvement and leadership. Researchers report on teacher professional development in Trinidad and Tobago and principals' reactions to Information and Communications Technologies (ICT) education in Jamaica. Other authors engage in theoretical and experiential discussions of the political dichotomy of Caribbean school leadership and current problems facing Caribbean principals.Overall, Miller's book advances several important themes in current debates surrounding school leadership and the future of education in the Caribbean. The book's attention to context suggests an important caution against sweeping claims of 'successful' school principalship, especially given the region's unique socio-historical trajectory and geo-economic reality. The book assiduously attends to the pervasive influence of colonization on the perceptions, articulations and practices surrounding school leadership, as other Caribbean educational researchers and scholars have addressed, including Anne Hickling-Hudson, Barry Chevannes, and George Brizan. …
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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) | 0.001 | 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