What are Grade Twelve Students Reading? Surveying Saskatchewan English Language Arts B30 Teachers
Bibliographic record
Abstract
The purpose of this research study is to investigate how the recent English Language Arts (ELA) curriculum renewal has been adopted throughout Saskatchewan by looking specifically at the full-length texts taught in the ELA B30 course throughout 2014-2015, as a possible indicator. The basis of this research study stems from two prior Canadian studies: “The Constancy of the School ‘Canon’: A Survey of Texts used in Grade 10 English Language Arts in 2006 and 1996” by Mackey, Vermeer, Storie, and DeBlois (2012), as well as Allison Skerrett’s 2010 study, “Of Literary Import: A Case of Cross-National Similarities in the Secondary English Curriculum in the United States and Canada.” While these two studies are based in Alberta and Ontario, at the time of this research project, there is no information regarding what texts are commonly studied in Saskatchewan. This qualitative bounded case study draws upon mixed methods for data collection. ELA B30 teachers were surveyed on-line, and following that, ELA consultants and/or coordinators from a variety of Saskatchewan school divisions were interviewed. The focus was to learn, as an indicator, what full-length texts are used in ELA B30 and to further unpack how the curriculum renewal process occurred in Saskatchewan classrooms, and whether or not teachers felt supported to change their text selections. Teachers and coordinators found the Saskatchewan Ministry of Education support to be lacking in the implementation process of the curriculum renewal, and data from this research study revealed that full-length text selections are primarily dated, male-dominated, and reflect the voices of British or American male authors. To conclude, a case for Culturally Responsive Pedagogy is made for possible transformation of text selection and/or teaching of full-length texts. Key Words: curriculum, Saskatchewan, English Language Arts, case study, mixed methods, novels, full-length text, culturally responsive pedagogy.
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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 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| 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 | 0.002 |
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".