The Supporting Effective Teaching Project: 1. Factors Influencing Student Success in Inclusive Elementary Classrooms
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 Supporting Effective Teaching project commenced in the early 1990s with studies of how classroom teachers work with students with special educational needs included in their elementary classrooms. Over the ensuing 20 years, the project team prepared and tested a model of the factors that influence student outcomes in inclusive classrooms, with emphasis on the beliefs and practices of regular elementary classroom teachers and on their sense of responsibility for meeting the diverse learning needs of their students. This article provides an overview of the SET project to show how the model evolved and to bring together the findings that were published previously. It takes a different tack from previous papers in that it begins at the most surprising outcome, the importance of teaching practices. Arguably the most significant empirical finding from the project is that teachers who believe it is their responsibility to include students with special education needs are more effective practitioners for all their students. The article then traces the factors that contribute to this finding: quality of instruction, teacher beliefs about ability and disability, teacher beliefs about learning and instruction, and school context. The purpose is to present a comprehensive review of the project findings in the context of recently published research on inclusion.
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 | 0.004 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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