Education for children and youth living in Canadian military families: Lessons from the past and future considerations
Bibliographic record
Abstract
Research indicates that participation in school has positive impacts on health and well-being, particularly for at-risk students, such as military-connected students who experience frequent relocations and constant school transitions. Efforts to support the educational experiences of Canadian military-connected children and youth began after the Second World War, with the establishment of schools both inside and outside Canada by the Department of National Defence. Since the establishment of these schools, support infrastructure has continued to ebb and flow. At a time when Canadian defence policy emphasizes supporting military families, it is important to understand how to move forward with policy, programming, and research to better support the educational experiences of children and youth living in Canadian military families - a population that receives inconsistent attention across policy, programming, and research. Using the post-Second World War Canadian military, particularly the Royal Canadian Air Force (RCAF), as a historical example, this article offers insight into what can happen when domains essential to stable family life, such as child and youth education, are inconsistently addressed.
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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 | 0.006 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.022 | 0.007 |
| Scholarly communication | 0.007 | 0.003 |
| Open science | 0.003 | 0.006 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.006 | 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".