Bibliographic record
Abstract
In a time when high schools are being challenged with governmental initiatives of high school reinventing or redesign with goals focusing on engaged students, high levels of achievements and quality teaching, there is a greater need for high school principals to develop, support and sustain a community of adult learners focused on pedagogical practice. The focus of this mixed-methods study is to illustrate and illuminate leadership practices employed by high school principals that support and sustain such communities of learners with attention to pedagogical practice. Leadership at the high school level provide a unique challenge due to the size and complexity. The study examines how successful principals, in large high schools, confront the necessity to support teachers as the teachers grow their craft in thoughtful and deliberate ways framed within challenges of high school redesign. Using key dimensions from both instructional and transformational leadership models, findings are used to develop a conceptual framework that provide insight into effective leadership practices for high school principals, school leadership teams, schools of education, and provincial ministries, with respect to supporting and sustaining communities of learners who focus on continual improvements in teaching practice that have an impact on student learning.
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| 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 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".