Praxis and pedagogy : teachers' conceptions of social justice in a context of school improvement
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
Although efforts to improve schools continue to dominate education, many reforms have failed to adequately consider principles of social justice.This study examined the influence of societal and cultural factors in the development of teachers' conceptions of social justice, and the impact of their conceptions upon the design and implementation of school improvement initiatives.The research attempted to answer four questions: (a) How do teachers conceive of social justice as it relates to their students?(b) How do these conceptions influence the teachers' practices and the design and implementation of school improvement initiatives?(c) What are the school improvement initiatives which were designed and implemented by the teachers?and (d)How do these initiatives attempt to address distributive and cultural injustices?The conceptual model developed for the study illustrated the influence of monocultural and multicultural perspectives of education (Fleras and Elliott, 2003), discourses of academic achievement and failure (Gale and Densmore, 2000), and distributive and cultural paradigms ofjustice (Fraser, 1997; Young, 1990) upon the formation of teachers' conceptions of social justice and upon the design and implementation of the school improvement initiatives attempted at one school during the years 1998 -2005.The research was designed as a case study focusing on one secondary school in a large urban centre in Manitoba.Data were collected from one focus group interview and two individual interviews conducted with each of four teacher participants and one principal.These data, as well as data from school documents and the researcher's field
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 | 0.000 | 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 | 0.000 | 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