Building Trust and Recreating Community in Online Classrooms through Cultural Responsivity
Bibliographic record
Abstract
This paper investigates how five elementary school teachers established trust and recreated community for their online learners via cultural responsivity during the COVID-19 lockdowns in St. John’s, NL. The study adopts the Cultural Historical Activity Theory as a theoretical lens for this qualitative case study. The elementary school teachers in this sub-study are part of the Canadian section of the larger ADVOST project that promotes young children's inclusion and agency via culturally relevant arts and digital media. The research findings from analyzed interviews show that the elementary school teachers successfully fostered trust and emotional connections with their online students by creating inclusive, culturally responsive environments that foster collaboration, communication, and family involvement. Consequently, the researchers recommend adopting culturally responsive pedagogical practices and undertaking professional training on Equity, Diversity and Inclusion (EDI) with provisions for building trust and connection among online learners.
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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 | 0.005 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.012 | 0.016 |
| Scholarly communication | 0.008 | 0.005 |
| Open science | 0.002 | 0.015 |
| Research integrity | 0.001 | 0.002 |
| 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".