Secondary Students’ Evolving Relationships and Connections with Israel
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 article presents a qualitative practitioner research study designed to understand how a morally complex Israel curriculum impacts the nature of secondary school students’ relationships with Israel. The research was conducted with 31 students enrolled in an elective about Israeli society at a Jewish high school in Canada. At both the start and conclusion of the course, students used a predetermined list of relationships to determine the one that most closely reflects the way they relate to Israel. At both junctures, students also wrote explanations justifying their decision. Results from the beginning of the course showed that 19 students chose relationships that reflected a personal and emotional bond with Israel and 12 students chose relationships that prioritized intellectual connections to Israel. When the survey was administered at the end of the course, none of the 19 students who initially chose personal relationships changed their responses to intellectual ones but 7 of the 12 intellectual responses changed their response to personal relationships. The data indicates that a curriculum built around morally complex narratives and texts in Israeli society can help lead to the formation of strong emotional bonds between students and Israel.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.009 | 0.001 |
| 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 it