Islamic School Promotion Through Multicultural Education Curriculum Integration at As-Salam Day School, North America
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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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 | 0.001 | 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 | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".