Discipline in Schools: Assessing the Positive Alternative Invitational Discipline Approach
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
The study investigated whether positive alternative discipline approaches have improved the culture of teaching andlearning in South Africa. The implementation of positive alternative discipline approaches encountered difficultiesand challenges that plunged schools into crisis. The culture of teaching and learning subsequently deteriorated overthe past years, notwithstanding various disciplinary interventions. Three hundred and thirty-three teachers of schoolsin the Mpumalanga province of South Africa participated in this quantitative survey. The questionnaires providedvalid responses and an official statistician analysed and tested them using the Cronbach alpha coefficient to establishacceptable reliability. Findings reported the teachers’ unwilling to implement alternative disciplinary approachesimposed upon them. Therefore, the study recommended the creation of a positive invitational framework flexibleenough to accommodate differences among schools to improve the culture of teaching and learning. Thisrecommended framework, customised based on the lived experiences of teachers, must become a mandatorycomponent of a continuous review process for disciplinary improvement to occur.
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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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