Bibliographic record
Abstract
This qualitative study sought to explore the impact on parental engagement with schools when parents have the leadership positions in a school. A review of the literature revealed that parental engagement is considered important by many as a means of improving student achievement. The parental engagement that takes place in most schools is something that schools actively promote through various additional programs, such as administrators visiting parents in the community, or special after school programs that parents may attend. These programs were often spearheaded by one or more individuals from the school, and they were often controlled by the school and parents were asked to opt in. Most of the studies conducted took place in publicly funded schools, but little has been done to understand parental engagement with their children’s education in private schools. Private schools in Ontario provide a unique opportunity to study the choices parents make for their children’s education, and how, once they have made that choice it affects their engagement with the children in the school. Two private Christian schools located in southern Ontario and affiliated with the Canadian Reformed Church Federation, participated in this study. One was an elementary school and the other was a high school. Nine people participated in the interviews, which were between 40 and 65 minutes each. Seven participants were parents, and two were Principals. They were asked questions about parental leadership in the school and the impact it has on parental engagement with their children’s education. Findings show that the parents involved in leadership are highly engaged with the school. They also show the importance belonging to a well-defined community when it comes to running and supporting a parent-run school.
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 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 | 0.007 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.012 | 0.009 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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".