Pedagogy of Moss Model in School Leadership Approaches for Indigenous 2SLGBTQ+ K–12 Students
Bibliographic record
Abstract
The research problem of the study was the insufficient knowledge regarding principals’ and assistant principals’ perceptions of their roles and needs in creating safe, decolonial, and culturally responsive educational environments for Indigenous 2SLGBTQ+ K–12 students in Northern Canadian communities. The purpose of this basic qualitative study was to explore the perceptions of school principals/assistant principals regarding their role and needs in creating safe, decolonial, and culturally responsive educational environments for Indigenous 2SLGBTQ+ K–12 students in Northern Canadian communities. Using tribal critical race theory and cis-heteronormative queer theory as the conceptual framework, semistructured interviews were conducted with 10 experienced principals/assistant principals. Qualitative content analysis was used employing deductive and inductive coding. Two themes emerged related to establishing culturally responsive educational environments for Indigenous 2SLGBTQ+ K–12 students in Northern Canadian communities: (a) honoring students’ humanity and (b) relational systemic growth. Honoring students’ humanity entails affirming Indigenous 2SLGBTQ+ identities, while relational systemic growth involves community-driven collaboration for decolonial, culturally responsive school environments. The findings support a possible model—the pedagogy of moss: A symbiotic growth model. The study’s findings offer insights into practices and supports needed to nurture responsive school environments for Indigenous 2SLGBTQ+ students, contributing to positive social change by nurturing resilience, empathy, and collective growth within Northern Canadian communities and beyond.
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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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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".