Reflecting and Informing Health and Wellness: The Development of a Comprehensive School Health Course in a Bachelor of Education Program
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
We present a case study articulating a process by which the University of Calgary created a health and wellness course for the Bachelor of Education (BEd) program. This course will now be a mandatory degree requirement for all students in both the elementary and secondary specializations. We focus on the essential conditions in the university environment that occurred over eight years and enabled the course preparation, such as leadership from a health champion, student involvement, support from administrators and faculty-wide awareness building, innovative teaching practices, information access and evidence/research, allocation of resources and written policy, and campus relations, an interdisciplinary team, and community outreach. Within the comprehensive school health framework, there are four distinct but related components, including social and physical environment, teaching and learning, healthy school policy, and partnerships and services. Through the case study, we illustrate how the development of this CSH course in a BEd program both reflected and informed the wellness culture of our educational institution.
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.
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it