Utilizing Collaborative Self-Study to Explore Pedagogies for Sustainability
Bibliographic record
Abstract
Abstract Whole school approaches (Wals and Mathie, Whole school approaches to sustainability: Exemplary practices from around the world. Wageningen University, Education and Learning Sciences, 2022) to sustainability where various facets or currents of environmental education (e.g., Sauvé, Can J Environ Educ 10(1): 11–37, 2005) are seamlessly integrated with disciplinary subject matter, leadership practices, and everyday classroom routines remain elusive in many contexts as they serve as counter-narratives to the status quo promoting over-consumption and exploitation of environments and people. We present a case study exploring how a Canadian post-secondary institution, Cape Breton University, has enacted inclusive (e.g., Indigenous perspectives), whole school approaches to sustainability in novel and immersive ways. We present this work as a reflexive, collaborative self-study examining program objectives in teacher education and how these sustainability goals have been interpreted, translated, and implemented at the course level in pre-service teacher education (i.e., science methods courses) and at the graduate level (i.e., an applied research project course for the Master of Education in Sustainability, Creativity, and Innovation).
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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 | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| 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".