Book Review: Finding a Place for Every Student: Inclusive Practices, Social Belonging, and Differentiated Instruction in Elementary Classrooms
Bibliographic record
Abstract
Duquette explores strategies to cultivate a classroom whereby students of various ages and abilities may develop a sense of academic and social belonging.A professor in the Faculty of Education at the University of Ottawa, Cheryll Duquette is known for her work in Special education, Pre-service teacher education, Parent advocacy and Inclusive education; in particular, differentiated instruction which is utilized at length in this book as part of her approach to the topic.Positioning the book towards a practical approach, Duquette provides a segregated yet holistic view of the inclusive classroom.Exploring the inclusive classroom, she compartmentalizes the book under an over-arching theme of supporting all students at every step in the learning environment.In comparison to her prior book, Students at Risk: Solutions to Classroom Challenges and its revised edition, Students at Risk, the author's current work does not focus on the real experiences of teachers but easy-to-apply Book Review: Nandlal xix Canadian Journal of Education / Revue canadienne de l'éducation 46:1 (2023) www.cje-rce.cainstructional strategies for students with exceptionalities focusing on cultivating a sense of belonging for students, and social connections with students and parents.In the final section of the book, Duquette concludes with a discussion of the transitional periods between classes, levels of schooling, employment, and community living.It is -in essence-a curated guide for the in-classroom education practitioner.Duquette draws lightly from several scholars, such as Bloom (1956), Gardner (1983; 1999), Lyon (1995), Maslow (1970), and Sternberg (2008) -who regards the works Canadian Journal of Education / Revue canadienne de l'éducation 46:1 (2023) www.cje-rce.caAlthough the book may not be well suited for those in scholarly pursuits it does provide and is best suited for, educators working with students of kindergarten age to grade 8.The limited scholarly exposure and dated references offer little depth to the conceptual underpinnings of inclusion or inclusive education, however, this was not the writer's intent for the book.With an expressed audience of in-service and pre-service teachers, Duquette's purpose -to provide educational strategies for Kindergarten to Grade 8 teachers so that they may be able to develop a sense of social, and academic belonging for all students in their classroom regardless of needs-is achieved with generous, methodical writing.
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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 | 0.001 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.003 | 0.005 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.023 | 0.010 |
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".