The role of the program implementation specialist in the promotion of adolescent literature
Bibliographic record
Abstract
This internship report considers the role of a district school board program implementation specialist in promoting the use of adolescent literature in junior and senior high schools in Newfoundland and Labrador. It consists of a case study in which one particular program implementation specialist discussed his beliefs about the meaning of this role and about how it might be achieved best. -- It concludes that the participant believed strongly in the importance of adolescent literature, including how the use of it in junior and senior high classrooms helps meet the learning outcomes of the new Atlantic Canada Language Arts Curriculum: Grades 7-9. (hereafter referred to as English 7-9). The case study revealed that, driven by these beliefs, this program implementation specialist was of key importance in promoting adolescent literature through encouraging its use in diverse ways to administrators, teachers, and parents. Giving teacher support as a facilitative leader in this curricular initiative, especially through related in-service, was of particular importance and received positive reaction from teachers overall. However, time restrictions disallowed! this participant to do the in-depth promotion desired. -- The program implementation specialist believed the promotion of adolescent literature could be achieved best by teachers becoming well read in adolescent literature; by a program specialist who is credible and enthusiastic about his or her knowledge related to adolescent literature and who concentrates on providing meaningful and related in-service; and by some changes being made, especially in an arrangement whereby a school board program implementation specialist for Language Arts can focus on this subject at a particular level, (e.g., junior and senior high school), thus enabling the time needed to do in-depth work
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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 | 0.014 | 0.016 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.010 | 0.003 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.003 | 0.008 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.011 | 0.002 |
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".