The Impact of the Character Initiative at W.J. Mouat Secondary After Three Years of Implementation
Bibliographic record
Abstract
The aim of this study was to investigate the perceived impact of the character initiative at WJ Mouat on the staff, students, and school. Forty-two participants consented to participate in the quantitative/qualitative study. Each participant completed an online survey through Fluid Surveys, a secure online software program approved for use in Canadian universities. The data was entered into SPSS (Statistical Package for the Social Sciences) for analysis. The data revealed that many staff thought there were positive effects of the program. It also allowed staff to state what they thought could enhance the program. Finally, staff revealed some of the issues with the program as well. The research showed that males rated higher than females in their perception of the initiative in some areas. The most significant trends found was that those participants who predominately taught/or worked with grade 10 students scored lower than those of all other grades. The results highlight the importance of character programs to ensure that all staff feels autonomy and a connection to the program to ensure optimal success.
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 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 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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".