Context Matters: Exploring Teaching Methods and Contextual Factors Influencing Ontario Grade 12 Teachers’ Writing Instruction
Bibliographic record
Abstract
Growing concerns about the writing skills of grade 12 students have given rise to criticisms of instructional strategies used by high school teachers followed by educational research encouraging the adoption of evidence-based practices (EBPs). These responses assume a linear cause-and-effect relationship between instructional strategies and student outcomeswhile overlooking the impact of context on student learning. To demonstrate the value of contextual information when assessing writing instruction, this exploratory descriptive qualitative study offers the perspectives of six grade 12 teachers of history or English who have taught in Ontario’s publicly funded school system within the last two years. The research participants attended semi-structured interviews about their beliefs and teaching practices as well as artifact-based interviews to discuss writing assignments commonly given to grade 12 students. The data were analyzed thematically, and the findings were discussed using complexity theory. The study’s findings show the teachers’ adapted rhetoric pedagogies to manage overlapping expectations associated with several roles they needed to fill within their institutions. Future research should address how these roles can be modified to facilitate curricular change. There is also considerable need for communication between high school teachers and university instructors who primarily teach students in their first year of post-secondary study.
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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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.003 |
| 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".