Educational Legislation and Parental Motivation for becoming Involved in Education: A Comparative Analysis between Israel and Quebec-Canada
Bibliographic record
Abstract
The increasing evidence regarding school-family collaboration, as a means to improve school effectiveness, student perseverance and academic achievement, has encouraged many countries around the globe to endorse legislation and policies to facilitate and augment greater school-family levels of participation. However, in previous studies the macro educational and legislative environments were not correlated to the motivational inclinations of parents. Based on a study recently conducted in Israel, this comparative analysis underlines the evolution of legislation and government policies in Israel and Québec-Canada. This analysis will present the similarities and differences between the key findings highlighted in the two educational systems. We will explore the extent to which state legislative policies motivate parental partnership in schools and at home. We will suggest changes that should be implemented in both countries, within schools and at regional levels. This will call for increased focus on teacher-parent cooperation to foster bonds between schools and parents. Finally, we will recommend urgently-required reforms in the Israeli legislation system to advance parental involvement in education and possibly mitigate currently existing achievement gaps
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.005 |
| Science and technology studies | 0.005 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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".