Like Day and NIght: On Becoming a Teacher in Two Distinct Professional Cultures in Rural Saskatchewan
Bibliographic record
Abstract
Framed within ecological and institutional ethnography perspectives, and situated within a larger study of beginning teachers in the Canadian province of Saskatchewan, this paper focuses on the dramatically different experiences of one beginning teacher who happened to secure half-time contracts in two rural schools within commuting distance of one another. His account of these experiences and how he makes sense of them orient researchers to the broad social, economic, and material conditions that organize the mutually dependent work of parents and teachers. This analysis contributes to beginning teacher research by affirming the value of personal stories of learning to teach, moving beyond studies of individual adaptation to fixed notions of professional success, and opening to scrutiny the shared conditions of early and later career teachers as they are institutionally and discursively organized, thus promoting appreciation of the complexities of learning to teach attuned to variation in local rural circumstances.
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.
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 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.032 | 0.019 |
| Scholarly communication | 0.008 | 0.004 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.002 | 0.005 |
| 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 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".