Islamic School Promotion Through Multicultural Education Curriculum Integration at As-Salam Day School, North America
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study aims to uncover the promotion strategies carried out by teachers and school leaders of as-Salam Day School in America through moderation-based multicultural education. This Islamic school was able to get the best praise with double accreditation. This achievement answers the accusation that Islam is harsh and unable to compete in America. As-Salam Islamic School integrates Islamic achievements and teachings into an independent curriculum. Using qualitative research methods, this research was approached institutionally. Data were obtained from document study in the form of reports. The research findings illustrate that first, the main curriculum implemented by As-Salam Day School is based on academic achievement and strengthening multiculturalist religious identity. Second, As-Salam Day School's curriculum integration integrates various cultural and religious backgrounds, both Muslim and non-Muslim. Third, the Islamic school's promotional strategy is carried out at community celebrations involving parents, alumni, and the wider community, which aims to promote intercultural dialogue and strengthen the relationship between the school and the community. The school also embraces inclusive youth and parents who want to learn Islam.
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.005 |
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 it