Examining School Leadership Practices in Canada and Jamaica: Bridging the north south divide
Bibliographic record
Abstract
The erosion of borders and the movement of people across international borders have given rise to a range of diversity issues in schools. As a result, it has become increasingly important for scholars and practitioners to build collaborative partnerships across borders to conduct research to unearth innovative and creative ways for aiding school leaders to understand and respond to issues of diversity. Research that is integrated, to reflect multiple perspectives and cultures can help discern approaches to address such issues. Utilizing the qualitative research narrative inquiry approach, data were collected through interviews with principals in Jamaica and Ontario, Canada. This presentation seeks to share ways in which school leaders in Ontario and Jamaica make sense of their leadership journey, respond to socio-cultural shifts in the growing issue of diversity in schools. Shifting school and community demographics, globalization, and the movement of people across international borders have made cultural diversity an important issue and phenomenon in education globally (Ball, 2006; Kinloch, 2011). Dimmock urges scholars in the field of educational leadership to look beyond national borders for alternative frameworks, because if they do not the field will remain too narrow. In other words, space must be created to include voices, experiences, and knowledge that have not been present in the discourse, and shift away from the dominance of Eurocentric theorizing about policy and practice that tends to place focus on national contexts. The study’s findings will be used to theorise about school leaders' practice in both country context and inform current educational leadership discourse and provide a framework for collaborative research between scholars from the Caribbean and North America.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.006 |
| Science and technology studies | 0.026 | 0.005 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".