Bibliographic record
Abstract
ABSTRACT. This study examines students' perceptions of the impact of the implementation of a broad-based secondary school reform agenda on their engagement with their schools and with their learning. The literature related to large-scale reform is largely based on educators' perceptions and on the influence of the reforms on teachers and schools. This paper adds the voice of students by focusing specifically on how Secondary School Reform in Ontario was being understood and felt in schools by students. As part of a larger study, researchers conducted focus groups with teachers and students in 6 geographically dispersed schools in Ontario in the early stages of implementation of the provincial governments Secondary School Reform (SSR). SSR not only encompasses a multitude of changes, but the political context in the early days of implementation was particularly rocky and rancorous. The students in the study gave vivid accounts ofhow the reforms and the context in which they were being implemented were affecting them. ENGAGEMENT DES ÉLÈVES EN PÉRIODE DE RÉFORMES DRACONIENNES RÉSUMÉ. Cette étude analyse les perceptions que les élèves se font de l'impact de l'adoption d'un programme de vastes réformes du cursus secondaire sur leur engagement envers leurs écoles et leurs études. La littérature se rapportant aux réformes à grande échelle repose essentiellement sur les perceptions des éducateurs et sur l'effet des réformes sur les professeurs et les écoles. Cet article ajoute la voix des élèves en se concentrant expressément sur la façon dont la réforme du secondaire en Ontario a été comprise et ressentie par les élèves dans les écoles. Dans le cadre d'une étude plus importante, les chercheurs ont organisé des groupes de discussion avec les professeurs et les élèves de six écoles disséminées sur le plan géographique en Ontario au tout début de la mise en oeuvre de la réforme du cursus secondaire par le gouvernement provincial. La réforme du secondaire n'englobe pas seulement une multitude de changements, mais le contexte politique des débuts de sa mise en oeuvre a été particulièrement difficile et chargé de rancoeur. Les élèves qui ont participé à l'étude ont donné des comptes rendus très vivants de l'impact que la réforme et le contexte où elle s'est déroulée ont eu sur eux.
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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 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.005 |
| Scholarly communication | 0.009 | 0.002 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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".