Building bridges: the nature and implications of student-teacher relations in a Canadian urban high school
Bibliographic record
Abstract
In this thesis Evelyn Paris poses the question: what are the nature and implications of student-teacher relations in a Canadian urban high school where students are predominantly from low income, cultural minority backgrounds, and teachers are predominantly white and middle class? She seeks to answer this question by using a narrative inquiry approach, beginning with her own experiences of student-teacher connections in a relatively homogenous high school setting in the late 1980s, and juxtaposing this reality with the experiences of eight current students who attend the same Canadian high school. Paris suggests that positive, pro-social student-teacher relations are a key element to urban students' academic success, and that there are salient teacher traits that distinguish teachers who are able to "connect" with their students making them effective urban school educators. She concludes by suggesting that a more holistic approach to teacher-training be adopted in order to better prepare new teachers for the unique and often challenging experiences involved in teaching in Canadian urban high schools today.
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.062 | 0.024 |
| Scholarly communication | 0.012 | 0.003 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 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".