Understanding Educational Experiences of Belonging for Incarcerated Males
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
Having worked with in-risk teens for the past 17 years, along with researching incarcerated male teens, it is apparent that many dysregulated youths are leaving school early and getting involved in deviant behaviours. Rather than looking for ways to connect with in-risk youth, many educational professionals respond with judgement and consequences in the form of punishment. It is imperative that we learn about the lived experiences of our in-risk teens, and in turn understand why they are dysregulated. I have come to understand that to reach in-risk youth we need to find ways to create and build connection and understanding. This podcast hopes to share the connection between in-risk youth's educational experiences and the potential of getting involved in criminal activity, along with sharing ways that educators can shift their practice with the intent of connecting with their students in a trauma informed manner. As we connect with our youth, and they begin to feel a greater sense of belonging, we can in turn impact their academic engagement, community involvement, and potentially reduce the risk of pushing students out of the educational system early and into criminal activity. This podcast addresses areas of equity, student success, retention, and recidivism
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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 it