The Strategies of Driving Upright Schools Under the Office of the Basic Education Commission in the Northeastern
Bibliographic record
Abstract
The study aimed 1) to investigate the components and indicators of the upright schools, 2) to explore the current state, the desired state, and the need assessment of driving the upright schools, 3) to develop strategies for driving the upright schools and 4) to investigate the outcomes of implementing driving the upright school strategies in schools in the northeastern region under the supervision of the Office of Basic Education Commission. The study is divided into 4 phases. Phase 1: seven experts scrutinize, evaluate the components and indicators. Phase 2: investigate the need assessment of a sample group including school directors and teachers total of 375 schools took derived by multi-stage sampling. Phase 3: 10 experts for assessment the strategies. Phase 4: apply the strategies to 30 schools. The data were collected through questionnaires, interviews, assessments, and observational forms. Average, standard deviation and Priority Needs Index (PNImodified) were used to analyze the data. The findings of the study revealed the following: 1. The components and indicators of the upright school project include five components and sixteen indicators: 1) academic administration (4 indicators), 2) budget administration (3 indicators), 3) personnel administration (2 indicators), 4) general administration (2 indicators), and 5) result and success (5 indicators). These are measured at the highest level when evaluating the appropriateness of the mentioned features and indicators. 2. The overall current state of the upright schools is rated at a moderate level, while the desired state is rated at high level. However, when classifying the needs of driving the upright school project, the required components were arranged from highest to lowest as follows: result and success, academic administration, budget administration, personnel administration, and general administration. 3. The strategies for driving upright schools under the authority of the Office of Basic Education Commission, which are comprised of 5 strategies (5S) 4. The outcomes of implementing driving the upright school strategies demonstrated that the target schools understandably applied the strategies and have been evaluated at the highest level in all standards regarding the standard of upright school project administration on the whole.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".