Permeating the Boundaries of Traditional Second Language Professional Development
Bibliographic record
Abstract
This essay reviews how a French-as-a-second-language/second language consultant supports teachers with curricula renewal and the required shift from pedagogic approaches that are Grammar-Translation and content-based to those that are communicative and competency-based. Through a traditional professional development model, the consultant prepares the teachers for new curricula. Through a job-embedded professional development model, the consultant and teacher apply new methodologies to the classroom environment, assessment and instruction. The data indicate the number of traditional and job-embedded professional development sessions for the 2012 to 2013 school year within four of the second language programs in the Greater Saskatoon Catholic School division: French Immersion, Intensive French/Post-Intensive French, Core French, and Ukrainian Bilingual. The results show that traditional sessions lead to a greater number of job-embedded sessions. To conclude, curricula renewal requires ongoing support not only for teachers at the division level, but also for pre-service teachers at the university level.
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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 | 0.019 | 0.016 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.009 | 0.045 |
| Scholarly communication | 0.014 | 0.009 |
| Open science | 0.001 | 0.011 |
| Research integrity | 0.002 | 0.006 |
| 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".