Teachers and Parents Experimenting with Research Formative Intervention for Expansive Learning when Implementing a New Reading Method
Bibliographic record
Abstract
This paper presents the analysis of 5 Change Laboratory sessions that were held in an elementary school in Quebec with teachers and parents in the context of the implementation of a new reading method. The Change Laboratory methodology rooted in the theory of expansive learning sugggests the accompaniment by a research team of participants engaged in change management. A typical sequence of actions put in place during a CL comprises six phases: questioning, analysis, modeling new models, examining and testing the new model, implementing and reflecting on the process when the transformation becomes collective (Engestrom, 2015). The results illustrate how parents and teachers co-modelled tools and visions to put in place a zone of proximal development between them and engage in relational agency for the benefit of the children. The implementation led to reflections on their actions with the goal of improving their joined experience.
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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 | 0.002 | 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) | 0.000 | 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".