Dual-Role Educator-Parents: How Public Educators Navigate Their Own Children Through Public Education
Bibliographic record
Abstract
The purpose of this narrative inquiry was to reveal how parents who are educators navigate their children through public education (from Kindergarten to the completion of high school) and to share their insights with the widest possible audience to ultimately enhance the learning and wellbeing of all children. The premise of this study was that teachers and principals use social capital acquired through their professional practice in their role as parents, and that sharing their experiences with parents who have no insider knowledge may benefit all children. Findings indicated that participants used social capital (knowledge, relationships, and resources) about public schooling to enhance their children’s academic success and wellbeing. Although participants offered advice for all parents and divulged their own personal practices as parents, several also acknowledged the fear some parents would feel to follow their advice entailing involvement with schools, teachers and administrators. As such, policy makers and educators are urged to improve communications that increase parents’ comfort, in order to remove fear as a barrier to involvement and advocacy.
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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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 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".