An investigation of teacher role definitions in educating Inuit students in Nunavik
Bibliographic record
Abstract
Research in the field of Aboriginal education suggests that a strong base in the primary culture and language predisposes students to develop biculturalism, bilingualism, and eventual academic success (Annahatak, 1994; Eriks-Brophy & Crago, 1994; Crago, Annahatak, & Ningiuruvik, 1993). Recent studies propose that Aboriginal students do become bilingual and bicultural (Fuzessy, 1997; Barnhardt, 1994). Nevertheless, academic achievement among Inuit and Aboriginal students remains weak. These students remain prone to failure (Mackay & Miles, 1995; Rains, 1992). Biculturalism and bilingualism do not guarantee success in school based skills and knowledge. This study examines possible contributing factors to this divergence between expected and actual educational outcomes. Cummins (1996a) posits a model that outlines many of the social and educational conditions favourable to the creation of opportunities for student empowerment. It highlights the essential role of educational structures and the teacher in providing opportunities for the empowerment or the disabling of minority students. Battiste (1998), McLaren (1997), Sleeter (1993), and Willinsky (1990) provide specific suggestions and examples concerning the anti-racist and empowering classroom. This recent work in Aboriginal, critical, and anti-racism education along with the Cummins model build upon poststructural theory and constitute the conceptual framework of this research project. The guiding research question addressed in this study is the following: In what ways and to what extent do the teachers of the Kativik School Board create contexts of empowerment in their interactions with Inuit students? In addressing this question, qualitative data relating to the theoretical framework were gathered. Former Kativik School Board teachers completed individual interviews, short answer questionnaires, and Likert scale questionnaires. These were transcribed and coded for analysis. A public documents analysis determined cultural reference points for the study. The data suggest that teacher role definitions may have both positive and negative effects on Inuit students through their classroom and community interactions. Teachers may not be aware of the negative ways in which their role definitions affect student outcomes. The data also suggest that the broad and encompassing scope of the framework is both its greatest strength and weakness.
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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 | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.004 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.001 | 0.003 |
| 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".