Organically created project space: an evaluation of project space as a learning environment for young adult learners with learning disabilities
Bibliographic record
Abstract
This thesis provides an examination of the effectiveness of a Project Space as a learning environment for students with learning disabilities. Research was conducted through precedent studies and a case study of two Ontario secondary schools. Photo elicitation interviews with staff and students with learning disabilities were conducted to provide insight from users of the learning environment. Within each of the case study schools’ there was an example of an organically created Project Space. These rooms were ambiguous in their design as they serve multiple purposes with each of the schools. This provided evidence that Project Space which allows control and ambiguity within a larger footprint is a more effective learning environment for students with learning disabilities. According to the Hamilton-Wentworth District School Board’s guidelines for secondary school design a learning environment must be comfortable, flexible/adaptable, and provide extended learning environments to be inclusive. The primary goal of this study was to develop recommendations to the design problems evidenced in the precedent and case studies through the insights provided by students with learning disabilities and staff that use the space every day for learning.
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 | 0.001 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".