Emotional Dimensions of Educational Administration and Leadership
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Editors' Introduction, Eugenie A. Samier and Michele Schmidt Part One: Theoretical Foundations 1. The Romantic Philosophy of Mind: The Elevation of Emotion to the (Anti-)Heroic Ideal, Eugenie A. Samier 2. Philosophy and Authority: Passion in Ambivalence, Nigel Tubbs 3. Kierkegaard, Emotion, and the Individual: Passion of the Infinite as the Truth for Educational Leadership, Yaroslav Senyshyn 4. Unconscious Dynamics in the Educational Organisation: Psychoanalytic Contributions to Administration and Leadership Studies, Eugenie A. Samier 5. Towards a Critical Theory of Emotions in Educational Leadership and Administration: Building on Concepts from Jurgen Habermas, Peter Milley Part Two: Types of Emotional Analysis 6. Desks and Office Spaces: Personal, Emotional, and Organisational Sites for Leading, Sheri Klein 7. The Politics of Emotions: Affective Economies, Ambivalence, and Transformation, Michalinos Zembylas 8. Measures of Hope and Despair: Emotionality, Politics, and Education, Jill Blackmore 9. My Head and My Heart: De-Constructing the Historical/Hysterical Binary that Conceals and Reveals Emotion in Educational Leadership, Cheryl L. Bolton and Fenwick W. English Part Three: Critical and Contemporary Issues 10. Accountability and the Educational Leader: Where Does Fear Fit In?, Michele Schmidt 11. The Political Economy of the Emotions: Individualism, Culture and Markets, and the Administration of the Self in Education, Richard Bates 12.'Let's Get Personal': Disrupting Gender Norms in Educational Organisations, Janice Wallace 13. The Leader and the Team: Emotional Context in Educational Leadership, Megan Crawford 14. Emotional Engagement with Leadership, Peter Gronn 15. The Problem of Narcissists in Positions of Power: The Grandiose, the Callous, and the Irresponsible in Educational Administration and Leadership, Eugenie A. Samier and Terryl Atkins
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.
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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.021 | 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 it