La gestion des Activités éducatives de la direction et le fonctionnement de l'école primaire
Bibliographic record
Abstract
Many actors in the field of education assert that principals should pay closer attention to educational activities in order to ensure students' achievement. This paper presents a research conducted with 138 principals and 421 teachers which aimed at assessing the frequency of principals' interventions on managing educational activities in elementary schools in Quebec. In addition, this study examines the relations between principals' management of educational activities and the different aspect of the school's functioning. The results show that principals intervene more frequently in specific areas of management such as parents' involvement and the support of at-risk students rather than the supervision of teachers and students' performance. Hence, the quality of the school's functioning varies in the nature and frequency of the principal's intervention which illustrates the importance of their managerial work. Key words: management of educational activities, educational leadership, school's functioning, students' achievement.
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How this classification was reachedexpand
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 | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 teacher head, 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".