Effectiveness and improvement processes in Canada's isolated schools: the relationship between the schools' implementation of core-plus processes and parental involvement
Bibliographic record
Abstract
This study examines school effectiveness and school improvement processes in a sample of Canada's isolated schools. It builds upon a previous study of Canada's isolated schools, in which, among the issues identified both by the teachers and principals who were surveyed, was the lack of parental involvement. The purpose of this study is to examine the processes that isolated Canadian schools have implemented to engage the active involvement of parents and community members and to determine what relationships exist between the implementation of such processes and parental involvement. Principals of 36 isolated schools responded to an online questionnaire about their schools' processes and parental involvement. The relationship between school processes and parental involvement was explored using correlation and regression analyses. School processes related to curriculum development and specific classroom activities, development of school vision and development of school policy accounted for 72% of the variance in the schools' views on the basic obligation of the school communicating with the community. The relationships between school processes and other views related to parental involvement were weaker. The findings support the importance of home-school links and parental involvement in providing effective schooling and enhancing student outcomes in these isolated communities.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.014 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.008 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".