Bibliographic record
Abstract
Schools that are described as “inner-city” schools in Saskatchewan are commonly found in communities plagued with racialized poverty that consist predominantly of Indigenous families. Principals who are considered to be allies by Indigenous communities work alongside Indigenous students, families, and staff to challenge the effects of colonization and marginalization, and collectively work on student learning outcomes. This article reports on the findings of a study that examined school-based leadership within an inner-city Saskatchewan school with a high Indigenous population. The purpose of the study was to invite Indigenous people associated with schools to discuss school leadership and the extent to which school-based leaders can work as allies to improve the experiences of Indigenous students. Participants identified significant challenges within inner-city schools rooted in colonization, racism, and poverty, as well as mitigating measures that school leaders can take to offset some effects of these challenges. The need for principals to be identifiable to the community through their actions was significant. This included demonstrating a commitment to listening and learning from the community; maintaining high expectations for students as well as staff; focusing on relationship building with all segments of the community; welcoming diverse perspectives in decision-making, and; challenging and changing unjust processes and systems.
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 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 | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.023 | 0.005 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
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".