Teacher use of silence in elementary education
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
The aim of this study was to expand the scope of the sparse empirical research literature concerning teachers’ use of silence. Ninety-six primary school teachers responded to a survey about their use of silence during a specific event in school and about their general attitudes about using silence in the classroom. For the specific event, teachers used silence primarily to bring the students to reason or calm them down, to facilitate reflection, encourage experiencing of feelings and communicate a subtle message. In general, teachers indicated that they would use silence with older students who are solving a task, are assimilating the information presented or are sensitive to criticism, but they would not use silence with students who may misunderstand the silence or with whom they have a poor relationship. Teachers learned about using silence mostly through teaching experience. We argue that teacher educators need to continue to systematically investigate the perception and experiences of silence in classroom settings for designing more effective teacher education courses.
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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