Student-centred photovoice as a mechanism for home-school interaction: Teacher perceptions of efficacy
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
Objective: The school and home environments play a significant role in shaping the health behaviours of children. Understanding students’ home environments is essential for teachers to recognise and meet their students’ needs, while collaborative partnerships between the school and home have been shown to result in academic success and improved behaviour management. This study explores the unique features of photovoice as a student-centred approach to understanding the links between the school and home environments, and its feasibility to be implemented independently by teachers in the classroom. Design: Descriptive qualitative method. Setting: A Project Promoting healthy Living for Everyone in Schools (APPLE Schools) is a school-based health promotion project being conducted in 70 school communities across northern Alberta, Northwest Territories, and Manitoba, Canada. Method: One-on-one interviews with teachers who were involved in an initial photovoice project ( n = 3) and researcher field notes from observations conducted over a period of 8 months were used. Data were analysed using latent content analysis. Results: Strengths, limitations and future directions of photovoice were identified. The strengths of using photovoice included genuine student participation, strengthened communication between the school and home, and the ability to address multiple learning domains. Limitations were cost, privacy and parental support. Teachers shared promising ideas about photovoice being used for health promotion advocacy. Conclusion: Photovoice can be used by teachers as tool to strengthen the relationship between the home and the school environments. Future use of photovoice in schools is encouraged.
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 | 0.001 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.009 | 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