"Closing the Gap" at the Peril of Widening the Void: Implications of the Ontario Ministry of Education's Policy for Aboriginal Education.
Bibliographic record
Abstract
There is a crisis relevant to the publicly funded education of Aboriginal students in Ontar ‐ io. This article, which presents the details of the crisis, analyzes recent policy statements released by the Ontario Ministry of Education designed to address that crisis. By defining the nature of this critical juncture, presenting how these policies may be “widening the void” rather than “closing the gap,” and offering opportunities to respond by improving the capabilities of teachers to enact those policies in their classrooms, the authors appeal to school boards, faculty associations, as well as Deans of Education, to act decisively to sup ‐ port Aboriginal self ‐ determination. Key words: Aboriginal student achievement, Aboriginal languages and student identity, teacher education Une crise sevit en ce moment au sujet de l’enseignement autochtone en Ontario financee a meme les deniers publics. Dans cet article, les auteurs decrivent les details de la crise et analysent des enonces de politique recents du ministere de l’Education de l’Ontario visant a denouer la crise. Tout en se penchant sur la nature meme de ce probleme epineux, en expli ‐ quant comment ces politiques risquent de « creuser le vide » au lieu de « combler l’ecart » et en offrant des possibilites de reponse par l’amelioration des capacites des enseignants de mettre ces politiques en application dans leurs classes, les auteurs font appel aux commis ‐ sions scolaires, aux associations universitaires et aux doyens d’education afin qu’ils sou ‐ tiennent activement l’autodetermination des autochtones. Mots cles : reussite des eleves autochtones, langues autochtones et identite des eleves, for ‐ mation a l’enseignement.
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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 | 0.004 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.025 | 0.015 |
| Scholarly communication | 0.008 | 0.004 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.004 | 0.004 |
| Insufficient payload (model declined to judge) | 0.005 | 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".