Taking the Lead: Understanding Student Leadership in Atlantic Canadian Secondary Schools
Bibliographic record
Abstract
Participation and student voice are important components of childhood and adolescence. Leadership, when described as individuals with specific motives and values mobilizing others towards a common goal, is one form of participation and student voice (Kort, 2008; MacNeil, 2006; Thomson, 2012). Often, students’ first platforms for leadership opportunities and active participation are through extracurricular activities like student councils; however, there is limited research on youth leadership (Karagianni & Montgomery, 2017). Using the Social Change Model of Leadership, as well as Transformational and Transactional Leadership theories, this research project examines and questions the role that secondary school student councils play in the development of leadership in Atlantic Canada: nineteen secondary school students from Nova Scotia, New Brunswick, Prince Edward Island and Newfoundland and Labrador contributed their leadership perceptions in a thirty-six question, online, qualitative survey. The survey poses questions about social identifiers, experiences in student government, and understandings of leadership and student leadership. What emerges is a spectrum of lived experiences within leadership, the prevalence of binaries in participants’ thinking about quality leadership and identified inequalities within the practice of leadership. Overall, leadership is understood by the participants as being positionally-based and centered within discovering, establishing, and maintaining relations with followers. Participants’’ definitions of what a leader is are incredibly situational. This topic warrants further research and deeper opportunities for young people to directly share their experiences.
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 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.021 | 0.008 |
| Scholarly communication | 0.009 | 0.002 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 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; 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".