Indigenous urban school leadership (IUSL): A critical cross-cultural comparative analysis of educational leaders in New Zealand and the United States
Bibliographic record
Abstract
This qualitative inquiry compares the practice of one Māori primary school leader of urban education for indigenous multicultural multilingual learners in New Zealand (NZ), to research on the practices of nine educational leaders of colour in the United States (US). This study identifies and compares leadership practices for leaders struggling with ways to positively impact learner outcomes in similar settings (e.g., UK, Canada). From a critical comparative perspective, this school principal shares her leadership practice and lessons learned to inform leadership practice in similarly multifaceted urban settings. This research is undertaken by a collaborative cross-cultural team of educational leaders and scholars from the US and NZ, from the local university and urban primary school. The research team comprises multiple perspectives, the basis for global comparative discourse on school leadership. This contribution offers a cross-cultural model, framework, and way of doing educational research to increase understanding of leadership in different societies.
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How this classification was reachedexpand
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
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".