Teachers with Participation to Enhance Students' Leadership Skills
Bibliographic record
Abstract
This research aimed at carrying out the “Project of Teachers’ Participation to Enhance Students’ Leadership Skills at Sarakhunwittaya School,” which is a research series focusing on education in the 21st Century. The study applied participatory action research methodology that places emphasis on democracy in action, in which the research team and the research participants collaborated equally in planning, operating, observing, and reflecting on the results from 2 cycles - one cycle during each semester of the Academic Year of 2022. From the operations, changes, learning, and knowledge were expected. The research participants, which consisted of 20 teachers and 50 students, were the target group for development. The research results were collected by comparing the 3 phases, which was done before and after the operation of Cycle 1 and after the operation of Cycle 2, and the results follow. Firstly, the operation of the project led to consecutive improvements, which meant that the research participants had shown progressively higher levels of operations in enhancing the students’ leadership skills during the 3 phases. Moreover, the students had demonstrated greater leadership skills after the 3 phases as well. Secondly, the research team, the participants, and Sarakhunwittaya School learned many things, especially the importance of working collaboratively, which resulted in unity and in having better achievements than when working individually. Thirdly, knowledge was a result of the operation, which became a model that showed the causes and effects between the drives, the resistances to change, the solutions to the resistances to change, and the results called a “Model of Teachers with Participation to Enhance their Students’ Leadership Skills at Sarakhunwittaya 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 | 0.005 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.011 | 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".