The Schooling They Need: Voicing Student Perspectives on Their Fourth Year in Senior High School.
Bibliographic record
Abstract
This study used qualitative research methods to investigate the experiences of stu‐ dents who returned to senior high school for a fourth year in order to graduate. By drawing on student voices, this collaborative research partnership with students re‐ vealed that a fourth year of high school led to stigmatization and alienation of stu‐ dents and often did not address students’ personal situations, their learning needs, or their need to graduate. Students identified desired changes in three areas: (a) school scheduling, flexibility, and graduation; (b) issues of teaching, learning, and curricu‐ lum; and (c) student desires for respect, belonging, and partnership. Implications of these findings for learners and educators are discussed. Key words: fourth‐year students, student voice, youth voice, high school completion, hermeneutic research, strength‐based research Faisant appel à des méthodes de recherche qualitative, les auteurs ont analysé les expériences d’élèves qui sont retournés au deuxième cycle du secondaire pour y effec‐ tuer une quatrième année en vue d’obtenir leur diplôme. Les témoignages recueillis auprès de ces élèves au cours de cette recherche révèlent qu’une quatrième année au deuxième cycle du secondaire a pour effet de jeter du discrédit sur eux et souvent ne répond pas à leur situation personnelle ou à leurs besoins quant à l’apprentissage ou à l’obtention de leur diplôme. Les élèves ont identifié trois domaines à améliorer : (a) l’horaire des cours, la souplesse de l’école et l’obtention du diplôme, (b) l’enseignement, l’apprentissage et le curriculum et c) la satisfaction des besoins des élèves en termes de respect, de partenariat et de sentiment d’appartenance. Les impli‐ cations de ces observations pour les apprenants et les enseignants sont discutées. Mots clés : quatrième année au deuxième cycle du secondaire, témoignages d’élèves, témoignages de jeunes, fin du secondaire, recherche herméneutique, recherche axée sur les points forts.
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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 | 0.008 | 0.014 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.010 | 0.006 |
| Scholarly communication | 0.009 | 0.006 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.002 | 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".