Leading for Truth and Reconciliation: Parent, Family and Community Empowerment in the Learning of Their Children
Bibliographic record
Abstract
Almost ten years after the release of the Truth and Reconciliation Commission’s Calls to Action, there remains much for schools to improve for First Nation, Metis, and Inuit students and their families. Focusing on Call to Action 10.vi: enabling parents to fully participate in the learning of their children, identifies a problem of practice. The impact of residential schools and systemic racism have created a separation between families and their children’s learning as well as a lack of trust in the school. Using the assumptions of positive organizational scholarship to understand the complex system of my school, as well as the belief that student learning is influenced by family, community and school, this organizational improvement plan uses an appreciative inquiry organizational model to implement change to the partnership between school and home. The proposed solution is an active partnership between teacher and family or community members to deliver some of British Columbia’s curricular competencies, and create opportunities for families to be empowered in their children’s learning. Leading this complex work will require the disposition of a compassionate systems leader balancing personal mastery, relational awareness and systems thinking. For decades research has demonstrated the positive influences of the parent in the learning of the child. Little of this considers the equitable inclusion of First Nation, Metis, and Inuit families.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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".