How to Teach les Êtres Humains: An Investigation into Teachers’ Understandings of Learner Empowerment in Ontario Secondary School Core-French Classrooms
Bibliographic record
Abstract
In keeping with the spirit of renewed efforts in French as a Second Language education in Ontario, it has become increasingly apparent of the need to expand upon traditional desired outcomes, namely in developing more confident, proficient and successful French learners. To better conceptualize these enhanced expectations, ideas of learner empowerment — a more expansive and inclusive form of motivation that comprises feelings of competency and self-efficacy — were applied to an investigation of reported classroom practices of French teachers. A qualitative research approach was used that combined a literature review with semi-structured, face-to-face interviews with two secondary-school Core French teachers. A theoretical framework — Ryan and Deci’s Self-Determination Theory — was applied to improve understanding of teachers’ reported learner empowerment practices. Drawing connections between the compiled data and the literature reviewed, analysis yieled four main themes: understandings of ‘empowerment’; reported efforts to empower learners; factors reportedly influencing learner empowerment; and encouragement of students’ continued interest in French. Ultimately, findings suggest that some teachers might lack the support, encouragement, or even accountability necessary in going beyond the traditional ‘disempowering’ norms of the Core French classroom, and that some teachers may not fully appreciate nor fulfill the important social role that they have on student empowerment in the Core French classroom
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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 | 0.005 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.013 | 0.012 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| 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".