Bibliographic record
Abstract
This survey study attempts to investigate the status and role of school psychologists in Canada and the extent of variation of their status and role across Canada. Canadian literature has almost nothing to say about school psychologists in Canada. Data were gathered on the distribution of personnel, the scope of the service, working conditions, qualifications for the position, activities undertaken, the nature of pupil problems referred, and views on the status and role of school psychologists held by educational officials and the school psychologists themselves Sources of data were a questionnaire survey, communications with educational officials prior to distributing the questionnaire, and documents submitted by departments of school psychology. Fifty nine (59) returned questionnaires plus evidence from documents implied a total of ninety five (95) school psychologists in Canada. The breakdown by province is as follows: Nova Scotia (3); New Brunswick (1); Quebec (6); Ontario (40); Manitoba (16); Saskatchewan (6); Alberta (13); British Columbia (10). A lack of official position regarding a status and role for school psychologists is characteristic of most Provincial Departments of Education, School boards, however, have considerable interest in school psychological services. School psychologists working for these school boards are given adequate status and direction in their work. Function, though not defined for Canada, shows pattern in the kinds of problems faced and in approaches to their solution, in the somewhat excessive scope of those duties that are preferred by school boards, and in professional activities. The preferred school psychologist seems to be one who possess an M. A. degree in psychology or a closely related, equivalent aspect of educations School psychologists express unhappiness caused by an over-emphasis on testing with minimum follow-up and by awareness of problems, both pupil and professional, that are impossible to cope with under present conditions. In terms of status and role, it is possible to distinguish school psychologists from other special service personnel such as guidance and counseling personnel.
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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 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.012 | 0.004 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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".