Bibliographic record
Abstract
Welcome to this themed issue of the International Journal of Whole Schooling. In this issue, teacher educators and researchers from Australia, Canada and the United States of America explore the reciprocal relationship between principles of whole schooling and inclusive schooling. The researchers shed light on systemic challenges that teacher educators must acknowledge in order to prepare teachers to be more effective in the complex world of the diverse classroom. They also offer examples of teacher educators who respond to some of the challenges in the sustained and creative work they do with schools and teachers. In the first article, Whole School Initiative: Has Inclusive Education Gone Astray? Joseph Agbenyega and Sunanta Klibthong present an Australian research project that explored the experiences of families of sub-Saharan African descent and preschool educators as they implemented two new national curricular. Curricular aimed at supporting a whole school approach to early childhood inclusive education and developed professional relationships with families to achieve common outcomes for all children in Australia. The concepts of Belonging, Becoming and Being underpin this new curriculum framework. Through the lens of Bourdieu's social theory concepts of Field, Capital and Habitus we hear of the juxtaposition of policy and practice through the stories the families shared. The families tell of experiences where their children are treated differently because of their race and cultural heritage, which results in the whole family becoming marginalized from the early years' education setting. Through these stories, we are challenged, as teacher educators to adopt an inclusive whole schooling approach to educate all teachers to understand the complexity of diversity. In the second article which is based in the USA, Understanding and Dismantling Barriers for Partnerships for Inclusive Education: A Cultural Historical Activity Theory Perspective, Federico Waitoller and Elizabeth Kozleski share their research which problematizes the partnerships and relationships between school district practicum/intern sites and teacher preparation programs in evolving inclusive pedagogies. Their article draws from Cultural Historical Activity Theory (CHAT), where they examined one school-university partnership from the point of view of university-based site faculty. The research study shines a light on the tensions that emerge when teacher educators and district personnel, two communities with different core missions, engage in a common activity intended to produce mutual benefits. Recommendations are offered to teacher educators to enable them to anticipate and reduce barriers to active, engaged school-university partnerships that support greater inclusive policies and practices. …
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 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) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".