Bibliographic record
Abstract
The last several decades have been marked by tremendous changes in education \n- technological, pedagogical, administrative, and social. These changes have led to \nconsiderable increments in the budgets devoted to professional development for teachers \n~ with the express purpose of helping them accommodate their practices to the new \nrealities oftheir classrooms. However, research has suggested that, in spite of the \nemphasis placed on encouraging sustained change in teaching practices, little has been \naccomplished. This begs the question of what ought to be done to not only reverse this \noutcome, but contribute to transformational change. The literature suggests some \npossibilities including: a) considering teachers as learners and applying what, is known \nabout cognition and learning; b) modifying the location and nature ofprofessional \ndevelopment so that it is authentic, based in the classroom and focusing on tasks \nmeaningful to the teacher; c) attending to the infrastructure underlying professional \ndevelopment; and d) ensuring opportunities for reflective practice. This dissertation \nlooks at the impact of each ofthese variables through an analysis ofthe learning \njourneys of a group ofteachers engaged in a program called GrassRoots in one midsized \nschool board in Ontario. Action research was conducted by the researcher in his \nrole as consultant facilitating teacher professional growth around the use of Web sites as \nculminating performance tasks by students. Research focused on the pedagogical \napproach to the learning of the teachers involved and the infrastructure underlying their \nlearning. Using grounded theory, a model for professional development was developed \nthat can be used in the future to inform practices and, hopefully, lead to sustained \ntransformational school change.
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How this classification was reachedexpand
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 | 0.001 | 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 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 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 teacher head, 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".