Any Teacher Do As Long As They Are Good?
Bibliographic record
Abstract
ABSTRACT: There is a perceived shortage of males in education provincially and nationally in Canada, particularly at the primary and junior levels. Some barriers to males becoming teachers include the impression that teachers are overworked and underpaid, that men are less nurturing than women, and that it is inappropriate for men to be working with young children due to perception of their dangerous sexualities. Also, boys progressively score less well than girls on provincial, national, and international achievement tests in several areas, and some link this to the shortage of male role models in our schools. Ultimately, increasing numbers of researchers, teachers, administrators, and members of the public identify the need for more men to serve as role models, which has resulted in significant controversy. My theoretical framework derives from queer theory, questioning the fluidity of discourse and identities, and troubling accepted, commonplace beliefs, knowledge, and practices. To this end, I interpret data from an online survey of 223 male primary/junior school teachers in Ontario, Canada. The results are startling, and call into question some commonly accepted truths about male teachers as role models. In particular in this paper, I will critically address male primary-junior teachers as role models along the lines of race, sexual orientation, and culture, regarding two popular ideologies: firstly, that of good teachers who can supposedly teach all pupils regardless of their own identity markers, and sense of agency, or those of their pupils and larger communities, and secondly, notions of diversity to offset hegemonic male gender expectations, and to better reflect diversity in the broader school and social populations while counterbalancing the overwhelming numbers of female role models in school and at home for children.
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.
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".