The judicial construction of the role of the teacher
Bibliographic record
Abstract
This paper examines the evolving Canadian jurisprudence at the appellate court level to outline the emerging definition – what is termed the “judicial construction᾿ – of the role of the teacher. “Judicial construction᾿ is a phrase intended to capture the attribution by judges of the social and educational significance of teachers. It is a phrase that recognizes the interpretative role of judges in adjudicating legal situations involving teachers and the importance ascribed to teachers by judges. In this context, the focus is on issues of teacher misconduct outside the classroom and during off-duty hours. The paper deals with only those cases in which questionable, but otherwise legal behaviour, are explored. It undertakes a detailed look at two recent Supreme Court of Canada decisions concerning alleged teacher misconduct, in the form of discrimination, to outline the evidentiary tests that must be satisfied to establish misconduct. Although this entails a discussion of competing constitutional rights, an extensive analysis of these rights and freedoms is left to future work. LA CONSTRUCTION JURIDIQUE DU ROLE DES ENSEIGNANTS Cet article examine la jurisprudence canadienne d’evolution au niveau de la Cour d’appel pour souligner la definition emergeante, de ce qui se nomme la « construction judiciaire » du role de l’enseignant. Dans ce contexte, l’attention est mise sur les cas d’enseignants qui se conduisent de facon inappropriee en dehors de la salle de classe et pendant leurs conges. Cet article traite seulement de ces cas questionnables mais aussi de ceux ou le comportement legal est a explorer. Il regarde dans le detail deux cas de mauvaises conduites d’enseignants, sous la forme de discrimination, ou la Cour supreme du Canada a pris des decisions, et souligne les tests probatoires qui doivent etre etablies pour parler d’inconduite. Bien que cela necessite un discussion a propos des droits constitutionnels en jeu et une analyse intense de ces droits et libertes qu’il reste pour un travail futur.
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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 | 0.009 | 0.020 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.018 | 0.058 |
| Scholarly communication | 0.013 | 0.004 |
| Open science | 0.003 | 0.005 |
| Research integrity | 0.005 | 0.011 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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".