Bibliographic record
Abstract
This inquiry is one teacher's attempt to capture the story of AISI (The Alberta Initiative for School Improvement) in a northern school division. A review of the literature in the areas of literacy and professional development sets the stage for looking at the multidimensional literacy program that is the focus of this study. Related AISI projects are analyzed and discussed to uncover themes that have arisen out of the search for 'best practice' in curriculum, instruction and professional development. Study findings show that student achievement rose significantly in all initiatives, and that teacher efficacy and leadership improved as a result of the professional development opportunities structured by the division. Administrative support, teacher training in the new program, and program implementation were found to be factors affecting student achievement in this study. Further study is needed to determine the impact of these changes in practice and expectation on teacher engagement over time. In addition, more study needs to be done to make more explicit the relationship of alphabet letter recognition and at-home reading to student scores on both internal and external measures of literacy development.
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 | 0.005 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.004 |
| Open science | 0.005 | 0.001 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.009 | 0.004 |
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; both teacher heads agree on what is shown here.
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".