Let’s Talk About Sex: Independent School Teachers’ Experiences Implementing Sexual Health
Bibliographic record
Abstract
This research project focuses on Toronto independent school teachers’ experiences implementing the updated Health and Physical Education (HPE) curriculum, with a specific focus on sexual health education. While there is some existing literature on the experiences of public school teachers’ experiences, there was a gap in the literature concerning independent school teachers’ experiences. Using qualitative methods, five HPE teachers from the Conference of Independent Teachers participated in semi-structured interviews. Data from these interviews were coded and analyzed to reveal moments of convergence and divergence with the literature reviewed. Findings from this study indicate that independent school teachers perceive their experiences implementing sexual health education as different than public school teachers because of the additional supports they receive as a result of working at an independent school. These supports include the freedom to change and modify physical spaces, the ability to work with a large department both in and out of the classroom, and the support they receive from parents. Overall, these findings suggest independent school teachers perceive that they receive additional supports than public school teachers and thus have a positive experience implementing sexual health education.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.005 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.024 | 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".