Supporting aboriginal students in special education for high school completion
Bibliographic record
Abstract
Aboriginal education in Canada is in need of reform.Research suggests that Aboriginal students are less likely than non-Aboriginal students to graduate from high school.This study identifies specific and relevant supports that are needed for Aboriginal students in Northern British Columbia to complete high school.Recognition of rights of Aboriginal people to implement their own education systems and use Elders as teachers of traditional knowledge is essential so that more languages and cultural traditions do not become extinct.Placement of students in appropriate programs based on ability, not on perceived inability may also lead to increased success in the education system and society as a whole.Self-esteem will increase, potential income may increase, and overall health and lifestyle may be positively affected as well.This study, using Indigenous Methodology, used a narrative approach to provide the data used for analysis.The Medicine Wheel, a holistic way of viewing life from a First Nations perspective, has been used as the framework for understanding themes associated with these issues.As Aboriginal Education continues to come to the forefront of educational studies and policy, it is important to acknowledge the past and present influences on Aboriginal student success, including: cultural understanding, self-regulation, resilience, family, societal and community connectedness, curriculum, funding, and educational delivery.It is time for the current system to not only recognize the need for change, but take action and positive steps to implement the change.This study has been made available to School District #57 in Prince George, BC, and other community agencies that work with Aboriginal youth in order to provide specific, relevant supports for completion of high school.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.012 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.010 | 0.001 |
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".