Teachers' Peacebuilding and Holistic Pedagogies in Secondary Alternative "Behavioural" Classrooms in Ontario
Bibliographic record
Abstract
In Ontario, some “behavioural” students (often members of marginalized groups) are placed in Educational and Community Partnership Program classes. ECPP’s intent is to transition students back into mainstream classrooms after meeting their needs for special care or rehabilitation. One programming directive is that ECPP students be taught social skills. Peacebuilding pedagogies are promising avenues through which teachers can do so, while building community and restoring students’ trust in the school system. Through literature review, interviews with four ECPP teachers, and analysis of policy documents, this thesis explores two questions: 1) What do purposively selected teachers of secondary “behavioural” alternative students know and do about teaching conflict resolution and peacebuilding skills (what does this mean to them, and how are they incorporating relevant pedagogies into their classrooms)? 2) What has helped and hindered these teachers’ efforts? The analysis of ECPP Program policy and practice concludes with recommendations for improving these environments.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.014 | 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".