Can the sociodramatic theories of social change of Boal be used to change intermediate student outlook on life? (Augusto Boal).
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
This study examined whether weekly drama sessions based on the sociodramatic theories of Boal (1985) could be used to change intermediate student outlook on life. Grade Eight students participated in ten, forty-minute weekly drama sessions. Each session consisted of activities based on the work "Theatre of the Oppressed," created by Augusto Boal. This was a pre-existing group of "at-risk" adolescents. They had been identified by school staff as being "at-risk" due to behavioural problems in the classroom, lack of motivation in classroom activities, social problems in the classroom and playground, and lack of respect towards peers and/or staff. Often these students were problematic due to varied backgrounds. Data was collected in many forms. Before students participated in the drama sessions, they wrote a pre-test of the Piers Harris Children's Self-Concept Scale. Students wrote a post-test of this same scale after the tenth drama session. Students wrote in personal reflective journals at the conclusion of each drama session. Field notes on student participation were taken by the teacher-researcher. A final member check was conducted in the form of a written questionnaire. (Abstract shortened by UMI.) Source: Masters Abstracts International, Volume: 42-01, page: 0022. Adviser: Kara Smith. Thesis (M.Ed.)--University of Windsor (Canada), 2003.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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