The responses of Canadian and Chinese teachers and university instructors to picture books : a case study rooted in a content analysis of Canadian and Chinese award-winning picture books (2004-2014)
Bibliographic record
Abstract
The purpose of this qualitative case study was to explore through a social constructivist framework the similarities and differences emerging from a set of Canadian and Chinese award-winning picture books published between 2004 and 2014. In addition to the application of Radical Change characteristics to the picture book set, responses of eight participants in Canadian and Chinese academic and teaching contexts were also explored through semi-structured interviews related to conceptualizations and use of children’s picture books. Child-image and theme were investigated through content analysis. The exploration illuminated that the most frequent child-image was child who encounters difficulties. Child-as-problem solver and playing/imaginative child were more reflected in the Canadian titles, while the Chinese titles included more child-as-narrator and moral/life model. The theme of moral/life lessons was frequently represented by the selected titles, whereas the biggest difference between the two cultural categories was imagination/fantasy, with the Chinese study set involving it far less often. The most obvious Radical Change type was changing forms and formats. The most important purpose of using picture books in both Canadian and Chinese contexts appeared to be books as teaching tools. There has been a considerable amount of imagination/fantasy or children with authentic characterization/special needs in the selected books, yet the participants believed there was a dearth of the particular theme or child-image in current picture books. This study indicates potential for further comparative studies of Canadian and Chinese award-winning picture books, and extends the knowledge of picture books, to address current gaps in the literature, particularly as available research relates to the creation, evaluation and use of picture books.
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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 | 0.004 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.004 | 0.008 |
| Science and technology studies | 0.019 | 0.007 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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".