Bibliographic record
Abstract
This qualitative exploration of rural and urban teaching experiences encapsulates the experiences of 8 Western Canadian teachers. A literature review outlines the benefits and challenges of rural and urban education. Stemming from narrative inquiry data, I present the study’s results in the form of two composite stories, which depict the lived experiences particular to rural and urban teachers. Overarching themes emanating from these stories show that rural schools nurture close teacher-student-community relationships, while urban schools serve a larger, culturally-diverse student populace. Theoretical aspects of the study include the notion that teacher identity is influenced by one’s rural and urban background. I suggest that through teacher mentorships programs and forms of professional development, teachers be supplied time to reflect on how their past rural and urban life experiences affect their present teaching attitudes and behaviors. Cette exploration qualitative portant sur les expériences rurales et urbaines résume les expériences de huit enseignants dans l’Ouest canadien. Une analyse de la littérature dresse les grandes lignes en matière d'avantages et de défis liés à l’éducation en milieu rural et en milieu urbain. Puisant dans des données découlant de données d'enquêtes narratives, je présente les résultats de l’étude sous forme de deux histoires composites illustrant les expériences particulières d’enseignants en milieu rural et en milieu urbain. Des thèmes fondamentaux en ressortent et indiquent que les écoles rurales encouragent des liens serrés entre les élèves et la communauté alors que les écoles urbaines desservent une population estudiantine plus grande et diverse sur le plan culturel. Parmi les aspects théoriques de l’étude notons l’idée selon laquelle l’identité des enseignants est influencée par leurs antécédents ruraux et urbains. Je propose qu’on offre aux enseignants le temps de réfléchir sur l’impact qu'aurait leur vécu en milieu rural ou urbain sur leurs attitudes et comportements en salle de classe et qu'on le fasse par le biais de programmes de mentorat et de développement professionnel.
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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 | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.015 | 0.014 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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".