Pre-service teachers’ practicum stress, beliefs about teaching and inclusive practices, and executive functions
Bibliographic record
Abstract
To establish inclusive strategies, effective teachers need to be able to perform a variety of essential tasks, such as being able to self-monitor, control their emotions, access working memory, and plan/initiate strategies. Those essential tasks are known in the literature as executive functions and the research shows that they can be improved. While Faculties of Education across Alberta include instruction of inclusive practices as a central component of pre-service programs, pre-service teachers are not taught to improve their own executive functions. Despite the tantalizing research on the salience of executive functions for success with complex behaviour, such as the skills required to establish inclusive learning environments (e.g., Diamond, 2012), we know very little, as a field, about the executive functions of pre-service teachers in our programs. In light of the connections between executive functions and successful inclusive practices, the current project looks to understand more about executive functions of pre-service teachers. In particular, the current project is designed to help us understand the relationships among executive functions and factors such as teacher stress and perceptions of teaching and inclusive 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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 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".