Education and the Unschooled Student: Teachersâ Discourses on Teaching Elementary School English Literacy Development Students
Bibliographic record
Abstract
Based on empirical qualitative data collected by interviewing eight elementary school teachers from across four different school boards in Ontario and analyzing new Ontario Ministry of Education policy and guidelines for supporting and programming for English Literacy Development (ELD) students, this research seeks to better understand how teachers’ discourses influence their perception of ELD students’ experiences in elementary schools. In particular, I look at how they view their roles as teachers, the purpose of education and schooling, their personal views on diversity, and how they program literacy for ELD students. The participants’ discourses reveal that although they prioritize having positive relationships with their students, they often struggled to relate positively with their ELD students. Reassessing how the formal school is structured and providing directed professional development on teaching ELD students could work towards creating more positive learning experiences for ELD students in Ontario elementary schools.
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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 | 0.006 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.019 | 0.022 |
| Scholarly communication | 0.009 | 0.004 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.002 | 0.005 |
| 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".