Bibliographic record
Abstract
Academic success impact of community-based interventions, 78 diet quality's influence on, 73-74 food insecurity's influence on school engagement, 76 food insecurity's psychological outcomes influence on, 75 negative outcomes, 77-78 impact of school food supplementation programs, 77 Accountability, 101-103, 108, 155 "Achievement gap", 100 Action, 37 Adaptive challenges, 166-167 Adaptive leadership, 168 Additional funding, 60-61 Adebowale Report, 42 Adult development (AD), 164-165, 169-170 cup four meaning-making, 180-181 cup one meaning-making, 175-176 cup three meaning-making, 178-180 cup two meaning-making, 176-178 Affect in school leadership, 3-4 Alignment, 30 Analysis of variances (ANOVAs), 84 Analytical resources, 55-56 Analytical strategy, 106-107 Angiolini Review, 42 Anxiety, 75-76 "Aspiring Principals Leadership Program", 61 Auctor, 55-56, 67 Australi, principals in, 156-159 Australian Curriculum and Reporting Authority (ACARA), 58-59 Australian Statistical Geographic Standard (ASGS), 59 "Becoming" process, 26-27 Bilbul Public School, 62-64 Biological requirements for human survival, 73 Black, Indigenous, and People of Color (BIPOC), 34-35 Black Lives Matter (BLM), 41-42, 45 Body mass index (BMI), 74 Boston Consultancy Group (BCG), 57 Bourdieu's concepts, 186 Bourdieusian concepts, 188 Canada Health Act (1984), 22-23 Canadian household food insecurity, 73-74 Canadian principals, 15-16 Capital, 188 Center for Education Statistics and Evaluation (CESE), 56, 59 Chief Executive Officer, 36-37 Choice, 103 Cognitive emotion work, 4-5 "Collaborative learning", 125-126 Collateral damage, 123 in education, 124 Collège d'enseignement général et professionnel (CEGEP), 27 Colonization, 22-23 Commission on Race and Ethnic Disparities (CRED), 41-42, 44, 46 Commitment, 30 Communication, 37 Community-based interventions, impact of, 78 Competition, 157 Complexity, 176 Conservative government, 149 "Consumer sovereignty", 54 Contemporary principalship culture of contemporary principalship, 16 emotional aspects of contemporary principalship, 14 Conventional Western, 166 "Cooperative learning", 125-126 Coping strategies by BWS, 134-135 Core Leadership Capacities (CLCs), 167 Correlational analysis, 87 COVID-19 pandemic, 41-42, 44, 187 impact on Thai Principal, 122-123 on schooling in Thailand, 123 Credibility, 107 Critical bifocality, 101, 107, 113-114 Critical grounded theory, 165-166 Critical race theory (CRT), 44-46 Curiosity, 177 Curriculum, 31-32 development and considerations, 32-35 of instruction, 44 Cynefin Framework, 167-168 Data analysis, 8 Data scoring, 83-84 Decolonization, 23 Deep acting, 4-5 Department for Education (DfE), 54, 155 Developmental Model of Intercultural Sensitivity (DMIS), 172 Diet quality's influence on academic success, 73-74 Direction, 30 Disagreements over policy, 11 Diversity, 165-166 Dual-stage approach, 8 Economic crises, 122 Education, collateral damage in, 124 Education Act (1900), 53-54
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) | 0.001 | 0.001 |
| Bibliometrics | 0.005 | 0.006 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.009 | 0.007 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.003 | 0.002 |
| Insufficient payload (model declined to judge) | 0.745 | 0.742 |
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".