Dedication For my friend and wordsmith Kyle Stone (1961-2008)
Bibliographic record
Abstract
of course for my husband John, and my girls Stella and Sophie My love and light… ii This thesis examines the discourse used during morning announcements by elementary principals at three separate schools in the Toronto Catholic District School Board (TCDSB). Using the theoretical frameworks of institutional ethnography and discourse analysis, this data is analyzed to examine whether principals use morning announcements primarily as an information sharing exercise or they use announcements to serve other purposes as well. My analysis of the data concludes that principals not only use morning announcements to share information and manage the day-to-day business of running a school. Principals also use morning announcements create for themselves (either consciously or unconsciously) what I call a “principal ” identity. Thematic and structural analysis is used to analyze the data in order to better understand a common structure of delivery evident in all three schools. This serves to underscore the concept of ruling relations; a notion used by institutional ethnographers to demonstrate how everyday experiences within institutions are mediated by an internally coordinated complex of administrative, managerial and discursive organization that often remain hidden. Thematic analysis is also used to highlight key themes within the content of the announcements. Three key themes of Safety/Rules, Personal Connections and Spiritual Education are examined. This study uses discourse analysis to reflect on how language does the work of several building tasks; those of identity, relationship and politics are the most relevant to this analysis. The findings are helpful in giving a better understanding of the often-overlooked everyday practice of delivering morning announcements in elementary schools. Principals are encouraged to consider how this practice offers them an important opportunity to connect with students and demonstrate positive models of leadership. iii
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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 | 0.000 | 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 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".