Bringing action research to the curriculum development process
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
In this article, we describe our efforts as project coordinators to negotiate directions and meanings at the initial stages of a childcare curriculum development project for children from birth to age five in the Province of New Brunswick, Canada. Understanding curriculum as a complex relational dynamic that is shaped by the multiple social and cultural contexts in which teachers and learners dwell, and mindful of the ways in which our discursive practices simultaneously include and exclude, we accepted, as an ethical matter, our responsibility to create spaces for critical conversations in which practitioners’ voices can be heard. Reflecting on the project proposal and notes from our meetings with practitioners, it is evident that while we have been somewhat successful in making explicit our personal views on a social constructivist approach to curriculum development and presenting counterpoints to the dominant discourse of school readiness and a culture of performativity, we have, thus far, been less successful in fully engaging practitioners. As we move forward with the project we consider how we might engage more deeply with practitioners in critical conversations about curricula content and form. We consider the possibilities of emancipatory and collaborative action research with practitioners that will, in the final analysis, enable us to extend the evaluative question ‘Are the results good, for whom, and in what ways?’ to ‘Says who?’
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 | 0.033 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.004 |
| Science and technology studies | 0.006 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.002 |
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