Grade 9 mathematics teachers’ experiences and perceptions of destreaming
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
Research shows that streaming in schools is associated with different achievement levels among higher and lower ability groups and inequity among disadvantaged groups. In Ontario, Canada, a destreaming policy was implemented to address the unintended effects of streaming. To date, there is little research on teachers’ experiences with destreaming and the meaning they make of them. This study explores the experiences of nine Grade 9 mathematics teachers during the first two years of implementing destreaming and their perspectives on the policy. The interview data revealed five themes: (a) lack of training, resources, and support, (b) feelings of effectiveness, (c) benefits and concerns about implementing destreaming, (d) understanding and perceptions of destreaming, and (e) sustainability of destreaming. For most of the teachers, instructing mixed ability destreamed classes was not a positive experience, and the context in which the policy of destreaming was implemented contributed to negative perceptions of it. The results add to our understanding of the implementation of destreaming, and recommendations for ministries of education and school administrators are provided.
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.
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 | 0.001 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it