Teachers' beliefs about global education in grades 3 and 6 in Prince Edward Island
Bibliographic record
Abstract
This is a quantitative study, the main goal of which is to provide insight into grade 3 and 6 teachers' beliefs about global education in Prince Edward Island (PEI). A review of the literature looking at paradigms of global education, teacher belief systems, the Atlantic Canadian curriculum and obstacles to global education is presented. A mail-out questionnaire was used to collect data about teacher experiences and beliefs about global education in Prince Edward Island. Three research questions were addressed: What are the beliefs around global education held by elementary teachers in Prince Edward Island and what factors might play a role in shaping these beliefs? What topics that reflect a global perspective do elementary teachers in Prince Edward Island currently address in their classrooms? What are the perceived obstacles in implementing global education in Prince Edward Island? In total, 111 teachers responded to the mail-out questionnaire which yielded an acceptable response rate of 54%. There was wide recognition of the importance of global education amongst participants, but a minority of participants felt that they were applying global education in their teaching to a great extent. Helping teachers to develop a deeper understanding of what global education means is needed. Professional development opportunities, curriculum development and current, accessible teaching resources are recommended in order to support teachers in facilitating learning from a global perspective in Prince Edward Island.
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".