Fostering inclusivity through teaching and learning action research
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
In post-secondary curricula, the introduction of research paradigms that emphasize community inclusion and social action is increasingly valued by scholars. However, there is only a modest amount of scholarship regarding how the delivery of such material should be structured, or the challenges and/or successes with various course models. In this article the authors synthesize the existing literature on developing and implementing courses on alternative research paradigms, and use it to analyze the development and implementation of an innovative undergraduate course taught on community based research in the spring of 2007. Taught in the setting of a local homeless shelter, course learners included undergraduate students of social work and nursing, staff members from the homeless-serving agency, individuals from the homeless community, and the course instructors themselves. The authors present the challenges and successes of this particular course model in reference to the suggestions gleaned from academic scholarship, and make recommendations to those involved in teaching models of 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.
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 | 0.038 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.016 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.011 |
| 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