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
Our teaching of narrative inquiry, shaped by a conceptualization of narrative inquiry grounded in a Deweyan theory of experience, works from a view of experience as embodied, always in motion, and shaped and reshaped by continuous interaction among personal, social, institutional and cultural environments. Given this experiential grounding, narrative inquiry is much more than telling or analyzing stories. Our focus is on learning to think narratively, that is, on learning to think with stories. Learning to think with stories highlights the relational, multiperspectival processes in which participants and narrative inquirers inquire into their lived and told stories attentive to the dimensions of temporality, sociality and place and with a focus on retelling and reliving lived and told stories in more thoughtful and responsive ways in the future. Through a series of storied moments, we show ways in which we intentionally create small responsive communities of sustained conversation enabling students to tell aspects of their lives through engaging in diverse narrative inquiry activities. We then illuminate the transformational power of response as lives meet within the three-dimensional narrative inquiry space and each teller is supported in retelling his/her stories in more attentive ways. As students learn to attend to their experiences in narrative ways each teller awakens to new ways of knowing and becoming a narrative inquirer.
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it