Exploring the Effectiveness of Various Delivery Models Within Ontario’s School Within a College (SWAC) Dual Credit Programs: A Multi-Stakeholder Perspective
Notice bibliographique
Résumé
The Ontario School Within a College (SWAC) dual credit program aims to support disengaged, or at-risk, high school students who have the potential to succeed. The purpose of this research was to examine the leadership and delivery of Ontario SWAC programs to determine their effectiveness in preparing students for persistence into PSE and how they could be made more effective. To determine effectiveness, a review of Ontario SWAC programs was conducted, highlighting the various delivery models, including successes and challenges program leaders and staff face in supporting students, and exploring leadership factors which could impact student persistence. By utilizing a mixed-methods research design, multiple stakeholders were included through a focus group, semi-structured interviews, a questionnaire, and a review of pre-existing provincial statistics. Through triangulation, five common themes were identified. First – both students and those supporting students required a focus on community building and sense of belonging in their teaching and learning environment, with the opportunity to share experiences and learning. Second – SWAC students experienced various levels of support and advocacy across the province; there was a need for social work and financial support. Third – across SWAC stakeholders, differences in views regarding the definition of persistence were found, highlighting variances in perceived program goals, especially between high school and college delivery staff. Fourth – the delivery of curriculum and classroom experiences varied, however, a blend of traditional teaching with course recovery methods with inclusion of life skill development was found to be ideal. Fifth – program leadership and oversight from the provincial level was perceived positively, but a lack integration and collaboration between colleges and school boards was identified, with inconsistent program delivery provincially found to be a challenge, as well as high rates of staff turnover. Based on findings, a proposed model for SWAC delivery was developed. Core to the proposed model, a student-centred, collective approach must be foundational and, once established, a focus on: adult learning principles, holistic student experiences and supports, and thoughtful on-boarding, training, and professional development of staff can be achieved. Throughout all program aspects, continuous evaluation must be conducted with a focus on student perspectives and voice.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,015 | 0,020 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,008 | 0,003 |
| Communication savante | 0,005 | 0,002 |
| Science ouverte | 0,002 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».