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 ELEVES EN PERIODE DE REFORMES DRACONIENNES RESUME. Cette etude analyse les perceptions que les eleves se font de l'impact de l'adoption d'un programme de vastes reformes du cursus secondaire sur leur engagement envers leurs ecoles et leurs etudes. La litterature se rapportant aux reformes a grande echelle repose essentiellement sur les perceptions des educateurs et sur l'effet des reformes sur les professeurs et les ecoles. Cet article ajoute la voix des eleves en se concentrant expressement sur la facon dont la reforme du secondaire en Ontario a ete comprise et ressentie par les eleves dans les ecoles. Dans le cadre d'une etude plus importante, les chercheurs ont organise des groupes de discussion avec les professeurs et les eleves de six ecoles disseminees sur le plan geographique en Ontario au tout debut de la mise en oeuvre de la reforme du cursus secondaire par le gouvernement provincial. La reforme du secondaire n'englobe pas seulement une multitude de changements, mais le contexte politique des debuts de sa mise en oeuvre a ete particulierement difficile et charge de rancoeur. Les eleves qui ont participe a l'etude ont donne des comptes rendus tres vivants de l'impact que la reforme et le contexte ou elle s'est deroulee ont eu sur eux.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.007 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 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) | 0.001 | 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".