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).Importantly, these two goals (i.e., improved public health and education) are not isolated or unconnected.The relationship between health and learning is clear: improving health outcomes has the potential to improve educational outcomes (Hunt et al., 2015).Indeed, it was my recognition of this relationship that motivated me to initially propose this special issue to my colleagues on the Editorial Board of The Canadian Journal of Action Research.And I am thankful and grateful that they recognized the same relationship and that they, in turn, supported the proposal for the special issue.With our call for submissions, we offered a very broad category for inclusion within this school community health and wellness issue.More speciQically, we aimed to encourage and welcome submissions related to school community health and wellness and several "sub" or
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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 | 0.035 | 0.031 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.004 | 0.002 |
| Bibliometrics | 0.021 | 0.021 |
| Science and technology studies | 0.016 | 0.042 |
| Scholarly communication | 0.028 | 0.014 |
| Open science | 0.006 | 0.010 |
| Research integrity | 0.014 | 0.018 |
| Insufficient payload (model declined to judge) | 0.018 | 0.003 |
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".