Teacher-Candidates' Perceptions of School Climate: A Mixed Methods Investigation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Preservice teacher-candidates are assigned to a number of different schools for their practicum experiences and as a result are immersed in a variety of school cultures and their respective climates. Interestingly, though matters related to school climate and the hidden curriculum are discussed in the literature, there is a lack of comprehensive research around preservice teachers’ expectations and observations during their formal teacher education program. Given that beginning teachers’ experiences are intensely impacted by their observations and experiences throughout their teacher training, the purpose of the study was to investigate teacher candidates’ beliefs about the climate of schools at the beginning and near completion of their teacher education program. More specifically, this study employed a mixed methods research design to determine how beliefs about the hidden curriculum of schools compared to teacher candidates’ impressions as they gained practice-teaching experience in various schools. The results may induce preservice education faculty to evaluate the underlying pedagogical causes that profoundly illuminate and engagingly implicate the tensions within teacher candidates’ expectations of school climate and their observed realities.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.007 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it