Pandemic and Pedagogy: Elementary School Teachers’ Experience of H1N1 Influenza in the Classroom
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
This study examined elementary school teachers’ experience of pandemic preparedness efforts by provincial and local agencies in Nova Scotia, Canada during the 2009 H1N1 flu pandemic. Eleven (11) elementary teachers were surveyed and interviewed and their responses analyzed to determine themes that have pedagogical significance for both education and health promotion. Teachers surveyed experienced a profound sense of responsibility for the children for whom they act in loco parentis. Teachers perceived themselves to be infection control agents and acted on behalf of students to mitigate the spread of the disease. Due to the unique relationship between elementary teachers and children there were high levels of fear and anxiety experienced. Teachers felt fearful for their personal safety and for the health and well-being of their students and reported high levels of anxiety in children. Elementary teachers, who are on the front line of pandemic response, need to be central to administrative efforts to prepare, educate and provide training for those in contact with a high number of vulnerable populations. Further research is required on the experiences of middle school, secondary teachers and principals at all levels of schooling.
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it