Improving Educational Opportunities for Indigenous Students in Alberta
Bibliographic record
Abstract
This Dissertation-in-Practice (DiP) seeks to address the underachievement of Indigenous students in a K-9 school in the province of Alberta. Using critical theory and Indigenous knowledge as guidelines, the DiP recognizes a number of significant barriers (the perpetuation of the status quo, racism, colonization, limited relevant pedagogy in classrooms, teacher biases, and a general lack of connection to Indigenous people and culture) that create an achievement-gap between Indigenous and non-Indigenous students. Creating equitable learning opportunities for Indigenous students in a faith-based environment, that protects the institution of the Catholic church as its first priority, presents a significant challenge for educators and leadership within the organizational context. Democratic and transformative leadership practices are employed to utilize the collective expertise of community partners in order to distribute leadership roles to complete tasks, and to scrutinize existing policies, procedures, and practices hindering the success of Indigenous students in classrooms. Kotter’s Eight Step Change Model is identified as the framework needed for the desired structuring for the change implementation process due to its focus on collaboration and communication. PDSA cycles are also incorporated for the purposes of monitoring and evaluation. Removing obstacles to promote collaboration and relationship opportunities, utilizing Indigenous Elder wisdom through storytelling and counternarratives, and permeating culturally relevant pedagogy in classrooms have been identified as possible change solutions based on Indigenous Elder recommendations. Solutions have been selected due to their participatory nature, their connections to Indigenous people and culture, and their focus on Indigenous perspectives. The resulting changes that occur will result in increased achievement from Indigenous students through improved teaching and 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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| 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".