Bibliographic record
Abstract
Citation (2010), "Index", Normore, A.H. (Ed.) Global Perspectives on Educational Leadership Reform: The Development and Preparation of Leaders of Learning and Learners of Leadership (Advances in Educational Administration, Vol. 11), Emerald Group Publishing Limited, Bingley, pp. 433-439. https://doi.org/10.1108/S1479-3660(2010)0000011024 Publisher: Emerald Group Publishing Limited Copyright © 2010, Emerald Group Publishing Limited Book Chapters Advances in Educational Administration Advances in Educational Administration Copyright page List of Contributors Introduction: Global perspectives on educational leadership reform: The development and preparation of leaders of learning and learners of leadership Connecting ‘up there’ with ‘down here’: Thoughts on globalisation, neo-liberalism and leadership praxis Building the leaders we need: The role of presence, learning conditions, and andragogy in developing leaders who can change the face of public Pre-K through 12 education The new principal preparation program model in Israel: Ponderings about practice-oriented principal training Development of university education in Democratic Republic of Congo: Is a shift in policy making possible to implement the perspective of lifelong learning? Free to become: The essence of learning and leading Development and preparation of leaders of learning and learners of leadership Policies and paradox: A view of school leadership in the context of aboriginal education in Ontario, Canada Poipoia kia pŪĀwai: A project to explore growth into leadership and cultural appropriacy in preservice teacher education Developing school leaders in times of radical change: Investigating the school improvement zone of a large urban school district in United States Leading pedagogy: Promoting school reform through teacher leadership and the implementation of a culturally responsive pedagogy of relations Leadership for inclusive schools and inclusive school leadership Zero-tolerance policies and administrative decision making: The case for restorative justice-based school discipline reform Leaders transforming learning and learners: An Australian innovation in leadership, learning and moral purpose Fostering community-based learning leadership: A Korea–Zambia project design An international collaboration: Examining graduate educational leadership in Louisiana and Ontario Building adult educational programs in entrepreneurship based on mezirow: the case of agricultural entrepreneurship Leading upstream: Professional learning for middle leaders The changing face of purpose-driven school administration: Green school leadership Leading schools in the knowledge society: On the way to leaders of learning in inquiry-based schools Author biographies Index
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 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 | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.006 | 0.009 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.013 | 0.008 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.003 | 0.002 |
| Insufficient payload (model declined to judge) | 0.700 | 0.703 |
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".