Creating Safe and Supportive Schools for LGBTQ Students and Families: A Review of <i>Creating Safe and Supportive Learning Environments: A Guide for Working With Lesbian, Gay Bisexual, Transgender, and Questioning Youth and Families</i> and <i>Responsive School Practices to Support Lesbian, Gay, Bisexual, Transgender, and Questioning Students and Families</i>
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This essay provides a review of two resource guides for professionals working with LGBTQ youth and families: Responsive School Practices to Support Lesbian, Gay, Bisexual, Transgender, and Questioning Students and Families, a book and CD written by Emily S. Fisher and Kelly S. Kennedy, and Creating Safe and Supportive Learning Environments: A Guide for Working With Lesbian, Gay, Bisexual, Transgender, and Questioning Youth and Families, a book edited by Emily S. Fisher and Karen Komosa-Hawkins. The first book and CD are more practical in focus and part of the School-Based Practice in Action series; the second resource guide provides theoretical foundations and background knowledge about lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) issues, as well as practical applications for schools and communities. Both resource guides are valuable, but they differ in scope and content: the first book and CD are accessible and designed for professional development purposes; the second edited book is in depth and academic in approach.
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.
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 | 0.007 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.004 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| 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 it