The PaCT: Parents, Children and Teacher Partnership in Developing ESL Literacy
Bibliographic record
Abstract
Malaysia government has called for schools and parents to collaborate in nurturing the culture of reading among children, as there is no formalised programme for a more active involvement of parents in academic matters. Based on the positive results of school-home partnership of past studies, this study proposed a formalised partnership, i.e. the Smart Partnership in Reading in English (SPIRE) project. The six month project aimed to foster a partnership among the teacher, parents and children in an English storybook reading programme. It involved 25 multiracial five year old children, 25 parents and a class teacher. The parents, in partnership, with the teacher scaffold the children’s reading development by reading storybooks to the children at home. Qualitative data gathered via interviews, teacher journals and home visits showed the children largely benefited from the teacher and parents collaboration. The outcome of the study was the formation of two levels of partnerships, firstly, the formation of a teacher-parent partnership, where the teacher scaffolds the parents, who in turn scaffold the children’s development of reading skills at home. Secondly, the family partnership, where all family members, including extended family members were involved in scaffolding the children’s reading development. This partnership also positively influenced the other children and teachers beyond the participating group. Another pertinent outcome was a clear link between the levels of partnership and the children’s reading progress. The closer the parents worked with the teacher, the better was the children’s reading progress. Similar partnership can also leave conventional splits in EFL context in the past and genuine sharing of responsibilities for EFL literacy development in the future.
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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 | 0.007 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.003 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.001 | 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".