The Independence of Students and the Creation of School Situations: Case Studies in a Francophone School in Ontario (Canada)
Bibliographic record
Abstract
This article explores how independence in the classroom is perceived by students and by teachers, in relation to the educational policies of the schools. An ethnographic study, dealing with the experience of students aged 10 to 12 years, working in multilevel classes in three Francophone schools, representing a minority in Ontario, is the basis of the study. Confronted with the discourse on independence in the research in social sciences, which discusses the role of actors including students in the creation of their reality, this analysis enables us to understand different types of situations within the school system: a “framed” independence, or cognitive independence, trumps political independence in relationship terms; a negotiated independence, where relationships between school, community, and parents are strengthened; an independence of appropriation, in which political independence is more important and students can focus more on the effectiveness of their role. The adults who work in the three schools asserted that they all valued independence, but it seemed that the first thing they looked for was cognitive independence. Far from being passive subjects, the students were, in all three cases, actors in the creation of school situations, in which meanings were constantly redefined and reconstructed. When there was more political independence, achievement as defined by official standards and the competition between individuals did not appear as priorities. However, within a school market that is more and more competitive, a relationship to knowledge that was more authoritarian and stricter seemed to re-emerge.
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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) | 0.000 | 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 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".