New approaches to cooperation with parents through the perspective of class and subject teachers
Bibliographic record
Abstract
The paper presents a new conceptual framework of mutual cooperation between teachers and parents based on connecting the adults in the function of the development of intrinsic orientation of children/students towards learning and knowledge acquisition. Empirical verification of the new approach was performed on the sample of 1441 teachers (43,2% class teachers and 56,8% subject teachers) from 40 primary schools in Serbia. The aim of the research was to test the grounding of the conceptual framework through positioning of class and subject teachers in the relation to the new determinants of cooperation. For the purpose of this research we created a questionnaire with close-ended questions related to certain thematic aspects of cooperation with parents and the same aspects of teachers? work with students. In data processing we used a set of parametric and nonparametric statistical procedures. The results revealed that some what less than half of teachers assess positively the importance of the existing forms of cooperation with parents, slightly more than one quarter do not see how cooperation can contribute to the enhancement of their work, while one quarter are indecisive. In the opinion of both groups of teachers the problems related to learning and encouragement of students? independence were more prominent topics when talking to parents than in work with students, while the issues of interests, abilities, talents and planning goals were more present in subject teachers? work with students than in talking to parents. The correlation between teacher?s interaction with parents in the aforementioned conceptual framework and teacher?s pedagogical practice in work with students is higher in class teachers than in subject teachers. The obtained findings have confirmed the potential of the established framework for the enhancement of the practice of cooperation, which serves as the foundation for suggesting implications for practice provided in the concluding part of the paper.
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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 | 0.008 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.006 | 0.012 |
| Scholarly communication | 0.006 | 0.006 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.003 |
| 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".