Enhancing the Impact of Evidence-based Publications on K-12 ESL Teacher Practices
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 reading of current research-informed publications is an essential component of teacher professional development that has the potential to lead to or reinforce the implementation of effective instructional practices. To our knowledge, no studies have examined kindergarten to grade 12 (K-12) ESL teacher engagement in professional reading related to the teaching and learning of ESL. Therefore, we conducted a survey of K-12 ESL teachers from four Canadian provinces to examine their reading practices. Results revealed that teachers mainly consulted professional newsletter articles to address classroom-related issues and indicated that key stakeholders (e.g., teachers’ associations, school districts, and school principals) do little to enhance teachers’ reading of TESL-related publications. Several recommendations to increase teacher reading engagement are included. La lecture de publications courantes fondées sur la recherche constitue une composante essentielle du développement professionnel des enseignants et une qui a le potentiel d’entrainer la mise en œuvre de pratiques pédagogiques efficaces, ou de renforcer celles-ci. Nous ne connaissons aucune étude ayant examiné l’implication des enseignants K-12 dans la lecture de revues et d’ouvrages spécialisés portant sur l’enseignement et l’apprentissage en ALS. Nous avons donc entrepris une enquête auprès d’enseignants K-12 d’ALS dans quatre provinces canadiennes pour connaitre leurs pratiques quant à la lecture. Les résultats indiquent que les enseignants consultaient surtout des articles de bulletins professionnels pour aborder des questions liées à leur pratique. Les enseignants ont également mentionné que les intervenants principaux (par ex. les associations d’enseignants, les districts scolaires et les directeurs d’école) faisaient peu pour encourager la lecture par les enseignants de publications portant sur l’ALS. Nous présentons plusieurs recommandations pour motiver les enseignants à la lecture.
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) | 0.001 | 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