New Teacher Perceptions of Inclusive Pedagogies: Designing New Future for the Changing Classroom
Bibliographic record
Abstract
Our perceptions of knowledge attainment have changed (Bezemer & Kress, 2010). The \ntype of students our teachers once were is vastly different from the students they \ncurrently teach. We need our next generation to thrive in a dynamically, interactive world \nsaturated with opportunities for meaning making (Kress & Selander, 2012). Our current \nstudents are responsible for continuing our society, but that does not mean we need them \nto become us (Gee, 2009). Rather desperately, we need them to be thinkers and \nexpressive in a variety of modes. The world will be different when they take their rightful \nplace as the next generation of leaders, and so too must their thinking be different (Cope \n& Kalantzis, 2000). This explanatory mixed-method study (Creswell, 2013; Mertens, \n2014) involved an investigation into perceptions of new teachers regarding inclusive \npedagogies like Universal Design for Learning (CAST, 2011). It specifically discusses \nthe contemporary thinking of 44 new Ontario teachers regarding inclusive pedagogies in \ntheir teacher education as well as their relative intent to utilize them in their practice. This \nstudy reveals a distinct tone of skepticism and provides suggestions for the continued \nimprovement of teacher education programs in this province.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".