Emotional Dimensions of Educational Administration and Leadership
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
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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 | 0.005 |
| Meta-epidemiology (narrow) | 0.002 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.032 | 0.008 |
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".