International Education in Manitoba: Exploring Leadership Practices in Policy Contexts
Bibliographic record
Abstract
International education has become an increasingly important, yet complex policy sector in Canada. With shared responsibilities and competing interests across governments and educational institutions, the need for policy coordination emerges. This study focuses on the province of Manitoba and its policy coordination practices across K-12 educational stakeholders. Drawing on the concept of distributed leadership, a framework is proposed to examine policy processes focusing on the dynamics of 1) actors - leaders versus followers and their context-specific situations; 2) process - examining collaboration and cooperation through interdependence of activities; and 3) outcomes understood as evidence of policy change or organizational change leading to improved learning experiences of students. Data for this study was collected through a qualitative case study approach applying document analysis and semi-structured interview techniques. Findings suggest that leadership practices go beyond single institutional structure, having increasingly a shared nature involving school administrators, governments and membership organizations. Characteristics such as shared stakeholder interests, formal power position and interdependence of resources play an important role in fostering the distributive leadership practices in policy contexts.
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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 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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".