Leadership Gender and Culture in Education: Male and Female Perspectives
Bibliographic record
Abstract
Introduction John Collard (Australia) Cecilia Reynolds (Canada) Part I : Leadership discourses and gender 1. Negotiating and reconstructing gendered leadership discourses Marian Court (New Zealand) 2. Does size matter: The interaction between principal gender, level of schooling and institutional scale in Australian schools John Collard (Australia) 3. Gender and school leadership in Sweden Anna Davis and Olof Johannson (Sweden) 4. Gender and School leadership discourses: A Swedish perspective Karin Franzen (Sweden) Part II: Leadership practices amidst global and local change 5. Steel magnolias in velvet ghettoes: Female leaders in Australian girls' schools John Collard (Australia) 6. Influences of the discourses of globalization on mentoring for gender equity and social justice in educational leadership Margaret Grogan (USA) 7. Gender, leadership and change in faculties of education in three countries Sandra Acker (Canada) Part III: Disrupting the normative discourse of leadership 8. Women performing the superintendency: Problematising the normative alignment of conceptions of power and constructions of gender Cryss Brunner (USA) 9. Leadership, embodiment and gender scripts: prom queens and chief executives Cecilia Reynolds (Canada) 10. Transgressing heteronormativity in educational administration James Koschoreck (USA) 11. Leadership and Aboriginal education in contemporary education Marie Battiste (Canada) 12. Bridge people: Leaders for social justice Betty Merchant (USA) 13. The Emperor has no clothes: Professionalism, performativity and educational leadership in high risk postmodern times Jill Blackmore (Australia) Conclusions & Implications: towards emergent theoretical perspectives on leadership, gender and culture John Collard (Australia) Cecilia Reynolds (Canada)
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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 | 0.000 |
| 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 | 0.001 |
| 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 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".