Teachers and principals' perceptions of citizenship development of Aboriginal high school students in the province of Manitoba : an exploratory study
Bibliographic record
Abstract
This study sought to describe the congruence between Aboriginal student citizenship development, as manifested in behaviour, and the prescribed outcomes of Canadian citizenship for selected secondary schools in Manitoba, as perceived by secondary principals and teachers.Citizenship, the condition of living in a shared society and the standard of conduct that allows those in a particular society to live harmoniously and prosper, has become an important goal for public education in the Province of Manitoba.Citizenship is also prevalent concept within many documents and policy developments.The values of Canadian citizenship used in this study were derived from the framework of six values used in the development of Manitoba's most recent Social Studies curriculum (2004b; 2004c).These six civic values are equality, respect for cultural differences, freedom, peace, law and order, and environmental stewardship.These same values were employed in the development of the survey to acquire quantitative data using Likert-scale items.Qualitative data were acquired through a set of open-ended questions on the survey and through interviews.Quantitative data were analyzed with the use of chi square analysis and descriptive statistical measures including ANOVAs.Qualitative data were analyzed through a method of constant comparison in order to establish themes.For the most part, Aboriginal students from Manitoba high schools do behave in a manner congruent with the values of Canadian citizenship.There were some differences in the way principals and teachers perceived Aboriginal student behaviour, that Aboriginal students family backgrounds presented challenges to educational attainment, Michael Cottrell, Dr. Angela Ward, Dr. Sheila Carr-Stewart, and Dr. Warren Noonan for their time and commitment.I would also like to express thanks to Dr. Laara Fitznor
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| 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".