Is Work in Education Child's Play? Understanding Risks to Educators Arising from Work Organization and Design of Work Spaces
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 educational sector exposes its primarily female work force to numerous psychosocial risk factors. At the request of the education workers', ergonomists developed a participatory research project in order to understand the determinants of the difficulties experienced by special education technicians. These technicians work with students presenting behavioral and learning difficulties as well as developmental and mental health problems. Eighteen technicians were interviewed and the work of seven technicians and two teachers was observed. Technicians prevent and manage crisis situations and help students acquire social skills. Coordination with teachers is made difficult by the fact that most technicians work part time, part year, and many technicians' work areas and classrooms are physically distant one from another. Most technicians change schools each year and must continually reconstruct work teams. Management strategies and poorly adapted working spaces can have important repercussions on coordination among educators and on technicians' capacity to help students and prevent aggressive behavior.
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 | 0.000 | 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 | 0.000 |
| 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 it