Bibliographic record
Abstract
This chapter investigates the University of Windsor's service-learning program Leadership Experience for Academic Direction's (L.E.A.D.) impact on teacher candidates' perceptions of teaching in-risk students. The L.E.A.D. program focuses on introducing teacher candidates to the Ministry of Ontario's Student Success initiatives and reflective teaching practices, and places teacher candidates with Student Success Teachers, allowing teacher candidates to learn from in-risk youth. This study adopted a qualitative approach using Interpretative Phenomenological Analysis (IPA) to examine the lived experience of graduates of the L.E.A.D. program. Five graduates of the L.E.A.D. program who are currently practicing secondary teachers in southwestern Ontario were interviewed in one focus group and one individual interview. The responses indicated themes of the importance of relationship building with students, the value of school support systems, the positive impact of L.E.A.D. coursework, and altered efficacy and perceptions of teaching in-risk youth.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.005 | 0.028 |
| Scholarly communication | 0.008 | 0.006 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.016 | 0.002 |
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 source (direct Gemma or distilled Codex), 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".