Tales from the playground: transforming the context of recess through collaborative action research
Bibliographic record
Abstract
This research is focused on a topic that has received little attention: the context of recess and its potential cumulative influence on children's social interactions and developmental trajectories. We present a qualitative analysis of a collaborative action research project focused on transforming the recess environment in four southern Ontario elementary schools. We describe the strategies we used and the rationale underlying our actions in order to highlight connections among context, socialization patterns, and developmental outcomes. Descriptions are drawn from iterative participation and reflection of students, administrators, teachers, university researchers, and university student volunteers. Four themes emerged from our analysis: children (1) are active and engaged, (2) take advantage of opportunities to develop responsibility and empathic relationships, (3) feel safe and accepted, and (4) are provided with opportunities to develop positive interactions and friendships. Collectively, the findings suggest that the supported context allowed children to feel connected to their peers during recess, which catalyzed playful, prosocial relationships. We discuss the potential implications of these findings on children's developmental and academic trajectories.
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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 | 0.009 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.013 | 0.022 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.001 | 0.002 |
| 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".