Investigating Curriculum Integration, the Arts and Diverse Learning Environments
Bibliographic record
Abstract
Using the arts as integrative tools for knowledge generation and appraisal is nearly always viewed as standard practice within Canadian elementary schools and preferred practice within Canadian secondary schools. Research into curriculum integration benefits professional practitioners, policy-makers, teacher educators and researchers interested in strengthening the intellectual vitality of the curriculum and particularly interdisciplinary work within the curriculum (see Irwin & Chalmers, in press). We live in a creative knowledge-based economy in which intellectually rigourous consumers and creators are needed to make strong connections within and across ways of knowing. This economy will dominate our economic system during the twenty-first century. Education is the foundation for ensuring our society can rise to the challenge of creating robust learning communities that can stimulate strong intellectual connections, which in turn can help students make well-informed, critical, and creative judgements. Although recent research has detailed connections between arts instruction and academic achievement as well as connections between long-term personally relevant professional development for teachers and the implementation of arts curricula,
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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".