From Classroom to Community: An Inquiry of Community-Based Action Research (Through Indigenous Storywork Principles)
Bibliographic record
Abstract
Two action research projects of the Community-Based Master of Education program at the University of Regina are featured with particular attention given to a developmental progression that takes place through a series of action research cycles, involving a significant shift from a classroom-based to a community-based teaching practice. In taking an Indigenous perspective on community-based education, this study draws upon Jo-Ann Archibald’s (Q’um Q’um Xiiem) (2008) Indigenous Storywork: Educating the Heart, Mind, Body, and Spirit. As an Indigenous approach to life and learning, Archibald’s work offers an insightful perspective on community-based education that is of value to educators with an interest in community development and its potential for schools. In closing, the prospect of educational action research as part of a community-based teaching practice is considered.Keywords: community-based education program; Indigenous storywork; action research
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 | 0.062 | 0.056 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.002 |
| Science and technology studies | 0.017 | 0.080 |
| Scholarly communication | 0.019 | 0.018 |
| Open science | 0.005 | 0.017 |
| Research integrity | 0.006 | 0.009 |
| Insufficient payload (model declined to judge) | 0.002 | 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".