Creating Confidence: Teachers’ Strategies to Foster Self-Efficacy in Secondary ELLs
Bibliographic record
Abstract
As Canada continues to welcome immigrants from around the world, public school systems are challenged to provide academic and social supports to students whose first language is not English. The purpose of this study was to examine how a small sample of secondary educators is intentionally working to support the development of self-efficacy in ELLs, including the potential challenges ELL educators face. Data was collected using semi-structured interviews with two ELL instructors with ten or more years of experience working with ELLs in Ontario public secondary schools. The interviews were recorded, transcribed, coded, and analyzed by the researcher. The results of this qualitative study suggest that the educator’s role in supporting these students extends far beyond the classroom and is dependant on establishing rapport with students through creating and participating in community building inside and outside of the classroom. In addition, the study identified large class sizes of mixed skill levels and improper initial placement of students within the Ontario ESL program as reported challenges to teachers’ efforts to foster students’ self-efficacy.
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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 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.005 | 0.004 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.001 | 0.007 |
| 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".