Neoliberalism and the Current Educational Climate: The Effect on \nSchool Culture and At-Risk Students
Bibliographic record
Abstract
This study is primarily concerned with uncovering the school culture proliferated by neoliberal education reforms, and the exploration of its effect on students who are at risk of academic failure. A theoretical approach was adopted for the study, which involved a thorough review of the past and current peer-reviewed research literature on neoliberalism, school culture and students who are at risk. In doing so, an overview of neoliberalism was provided, with a focus on examining the influence of the neoliberal process on Canada’s public education system. Additionally, the neoliberal influence on school culture was systematically outlined using Schoen and Teddlie’s (2008) four dimensions of school culture, which aimed to reveal how such a school culture affects the academic experiences of students at risk. These dimensions are: Professional outlook; Organizational structure; Quality of the teaching environment and Student-centered focus. Lastly, a comparison was drawn between Freire’s (1970) notion of “banking education” and today’s Canadian school culture in order to provide insight into the aspects of a neoliberal school culture that are not conducive to the fostering of a critical consciousness among students. The examination of the literature revealed that a school culture, entrenched with neoliberal values and objectives is unconducive to fostering positive academic experiences for students who are at risk of school failure.
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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 | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.006 |
| Scholarly communication | 0.007 | 0.001 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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".