Pandemic and Pedagogy: Elementary School Teachers’ Experience of H1N1 Influenza in the Classroom
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.
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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 | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.008 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 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".