Book Review: Leading for Equity and Social Justice: Systemic Transformation in Canadian Education
Bibliographic record
Abstract
Educational leaders are facing increasingly complex issues which challenge their leadership.They struggle to deploy strategies and solutions which enable them to meet the needs of all students (Tuters & Portelli, 2017).This text provides a way forward to address true systemic and transformative change by carving a pathway for leading with and through an equity and social justice lens.What is most exciting about the text is its Canadian context and content.The authors engage relevant and contemporary issues in Canadian education systems, and this makes it highly applicable to educational leadership programs across the country.The purpose of the text is to highlight the ways in which students and families from non-dominant cultures are marginalized within our school systems and to suggest ways in which leaders might actively lead for true transformative and systemic change in the service of those stakeholders.Leaders are positioned as having a critical and impactful role in creating, determining, and facilitating transformative and
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 | 0.003 | 0.013 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.003 | 0.008 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.005 | 0.005 |
| Insufficient payload (model declined to judge) | 0.017 | 0.005 |
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".