Investigating the impact upon First Nations students on reserve, in relation to their elementary school experience
Bibliographic record
Abstract
The purpose of this thesis was to investigate the question “To what degree is educational attainment impacted for First Nations students, when comparing a band-operated elementary school with the public system?” Community members (n=26), both parents/guardians and students, shared their thoughts and opinions in the elementary experiences of the children. Collecting data from students and parents/guardians was intended to generate comparative scripts about the community perceptions of the band-operated school and the public system. Exploring what attitudes, beliefs, benefits, and drawbacks community members had for elementary systems would help to decipher what the impact was. Quantitative data was gathered from a five-point Likert scale questionnaire. Qualitative data was collected from individual parental interviews with three parents from each schooling system, and focus group discussions with three students from each schooling system. The data indicated that those distinctions included family, pride and confidence, appropriate learning and academics, local connections and conveniences, inter-racial relations, and finally, traditional and cultural values and skills. Those themes were consistently evident and are recognized as the core impacts for First Nations students, when comparing a band-operated school with the public system.
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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) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.003 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".