Teacher Candidates Learn to Create Teacher Websites to Support Student Success Through Student, Parent and Community Engagement
Bibliographic record
Abstract
‘Theory to practice’ based learning activities are important for teachers in training. Therefore, as part of a course in a Bachelor of Education program in Ontario, Canada teacher candidates learned how to create effective teacher websites to promote the healthy development of students as well as engage students, parents, and the community in the learning environment. Student, parent, and community engagement are considered key elements of student success. This learning activity and how teacher candidates developed effective websites based on theories of healthy development and student success were explored in this paper. First, the research related to teacher websites is reviewed. Next, two case studies are presented to illustrate how components of teacher websites can engage students, their parents and the community. The case illustrations also demonstrated how educational and child development theories can be transferred to ‘practice’ for teacher candidates in their program of studies. Finally, recommendations for including teacher websites into teacher training programs and ways to engage students and parents in websites are included.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 teacher head, 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".