Bibliographic record
Abstract
This issue of in education spotlights important connections between educational practices and the shaping of sociocultural identities and matters of well-being as these relate to K-12 students, postsecondary students, teachers, teacher educators, and parents.A common ethics of relationality with self and other runs through this collection of diverse research texts that explore educational capacities to disrupt and challenge dominant or standardized structures of Euro-Western perspectives.Through research articles, a knowledge synthesis study, an essay, and a book review, we are called, in this issue, to re-examine: current knowledge regarding the experiences of loneliness and belonging in Canadian school contexts; how standards, accountability, and high-stakes testing in K-12 classrooms redefine teaching and learning and the meaning of homework for teachers, students, and parents; possibilities for how centering a social justice lens to identity development and well-being in FSL teacher education programs in Canada may result in long term teacher retention; endeavours to enhance critical cultural and intercultural competence in teacher education programs in Denmark; ways forward in Indigenizing elementary school mathematics in Treaty 6 Saskatchewan; the significance of compassionate care for students in post-secondary settings; and the need for increased attention towards the well-being of students and educators.We are confident that the scholarly contributions in this issue will engage the reader in critical reflection on research grounded in well-being, relationality, and ethics for school-based professionals and students.The first article in this issue, written by Thomas Falkenberg and Rebeca Heringer, reports on a knowledge synthesis study of Canadian K-12 students' senses of loneliness and belonging.Through a scoping literature review, they identify thematic clusters of findings regarding students' lived experiences.Their synthesis of current knowledge makes visible the structural factors that compound effects of loneliness and the school educational policies and practices that foster students' sense of belonging.Carolyn Clarke examines the ways in which standards and accountability through widescale testing reshape the nature of teaching, learning, and homework, and extend control over families' lives and social identities in Newfoundland and Labrador.Using Foucault's notions of the ways in which discourses construct and define reality, Clarke undertook case studies of the homework practices of Grade 3 children and the experiences of their families to reveal the ways in which responsibilities for test performance move from teacher to family, reconstructing children's primary skills as individualistic test-takers.In a consideration of long-term French Language teacher retention in Canada, Mimi Masson, Alaa Azan and Amanda Battistuzzi investigate the connections between teacher preparation models and their proposed necessity to develop teacher identities through a social justice lens.Their concern is for the ongoing construction of a critical intercultural competence in relation to the connection of teacher self-identity and language-learning, leading in time to an enhanced sense of well-being.Also interested in cultural competence, Artëm Ingmar Benediktsson reports on a Danish study that explores the ways in which teacher educators' endeavours to enhance students' cultural competence emphasize a need for systemic changes that will enable a shift to a more critical in education
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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 | 0.002 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.010 | 0.005 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.005 | 0.006 |
| Insufficient payload (model declined to judge) | 0.232 | 0.101 |
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".