INSIGHTS INTO THE LIVED EXPERIENCES OF THREE MALE ELEMENTARY SCHOOL TEACHERS
Bibliographic record
Abstract
The purpose of the present study was to understand the lived experiences of three male elementary teachers working at the Kindergarten to Grade 4 level in a single school district in northwestern Alberta. The study investigated how the participants saw their roles as male elementary teachers, the work-related challenges they faced, and how they responded to those challenges. \nThree male teachers with single-grade assignments ranging from Grade 2 to Grade 4 participated in the study. The participants were asked to reflect on various aspects of their experiences of teaching in the traditionally female-dominated profession of elementary education. Data were collected through individual interviews with each participant between May 2011 and June 2011. \nData were analyzed with respect to the participants’ approaches to physical contact with students, their attitudes about role modelling, and their perspectives on men in elementary education. Andrew, Brian, and Peter had various degrees of physical contact with their young students with most of the physical contact in all three participants’ classrooms being initiated by students. All three participants saw role modelling as an important task for male elementary teachers; however, they tended to model socially acceptable human behaviour for all students rather than attempting to serve as “father figures” who modelled stereotypically male attributes for male students to emulate. Finally, all three participants were hopeful that more men would decide to enter the profession in the future.
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How this classification was reachedexpand
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 | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.013 | 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 teacher head, 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".