Examining A Science Teacher’s Instructional Practices in the Adoption of Inclusive Pedagogy: A Qualitative Case Study
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
This qualitative case study involves a high school science teacher with a special education background in an urban school in the English School District of Newfoundland and Labrador. Conceptualized within the theoretical framework of Universal Design for Learning (UDL), this study examined the teacher’s instructional practices and the tensions she experienced in the adoption of inclusive science pedagogy. This is a descriptive study that used different data collection methods, including interviews, observations, and documents. Data were analyzed inductively with MAXQDA software using constant comparative analysis. Findings showed that the teacher’s instructional practices in the implementation of inclusive pedagogy focused on creating multiple means to (a) engage diverse students, (b) represent the science curriculum, and (c) enable diverse students to express and communicate their understanding of science. However, several tensions were identified, which impeded the teacher’s effort in the implementation of inclusive science pedagogy. These tensions include inadequate instructional resource teachers, inflexible science curriculum, overreliance on standardized testing, and inadequate professional learning. The paper concludes with implications for science teachers and pre-service teachers’ education, with recommendations on future research direction.
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 | 0.033 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.005 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.001 | 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