Action Research and School Community Health and Wellness: An Introduction to a Canadian Journal of Action Research Special issue
Bibliographic record
Abstract
This special issue in The Canadian Journal of Action Research focusing on school community health and wellness has been a long time coming.Without question, these overlapping constructs (i.e., health and wellness) have become increasingly important and relevant in recent times.And certainly, across the nation, wellbeing-by many descriptors and deQinitions-has become a focus within many schools and school jurisdictions over the past 10 to 20 years (Montemurro et al., 2023).Such a focus has been evidenced by the purposeful and responsive attention and action placed upon a number of wellbeing-related concepts and initiatives.These concepts and initiatives include, among others, health promoting schools/comprehensive school health (McIsaac et al., 2017), mental health and mental health literacy (Mcluckie et al., 2014), social emotional learning (Mahoney et al., 2018), and daily physical activity (Stone et al., 2012).Moreover, the strengthening of contemporary school health-related programs (which include physical education, health education, physical activity, the social environment, teacher wellness, and psychological and counselling services, again among others) has been identiQied and utilized as a suitable mechanism to improve upon public health and education (Kolbe, 2019).
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 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 | 0.079 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.006 | 0.003 |
| Science and technology studies | 0.017 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.018 |
| Insufficient payload (model declined to judge) | 0.002 | 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".