Styles of Educational Leadership for Modernist and Postmodernist Approaches
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
Some researchers have identified differences in educational approaches depending on whether a modernist or postmodernist worldview is used. Furthermore, societies in different countries can also take a predominantly modernist or postmodern worldview, with Western countries being primarily postmodernist. Given that situation, there may be leadership styles that are more appropriate to an educational context that is predominantly modernist or postmodernist. Even though postmodernism suggests no "best" style of leadership is possible, since that requires being able to objectively measure leadership effectiveness, there may still be approaches that are most consistent with the postmodernist worldview. This paper explores such a possibility, examining differences between the worldviews and what factors are appropriate in each for educational leadership. Then, two case studies of different countries --Canada for a postmodernist education, and Iran for a modernist education -are briefly presented so that the exploration becomes more concrete.
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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 | 0.000 | 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 | 0.001 |
| Open science | 0.001 | 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