Visions of Modern Middle Schools: Participatory Design With Nonstudent Stakeholder Groups
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
Students are the primary users of school buildings. However, teachers, staff, administrators, parents, and caregivers of students, as well as members of the community, are crucial to the functionality schools. This research increases knowledge about how nonstudent stakeholders conceptualize new middle schools as transformative and supportive of teachers, student learning, and community vitality. Qualitative data were obtained by holding an in-person workshop in one community and distributing an online questionnaire in another. Nine categories emerged from a content analysis of participants’ responses. Despite geographic and economic differences between the two schools (e.g., “School A” served a small rural area with a lower income population and “School B” served a suburban area with a relatively high-income population), the frequency of particular categories was similar concerning nonstudent participants’ wishes for student learning, as well as what they believed would support teachers in a new building. Thematic differences were found concerning what would make their new school transformative and how it could bolster community vitality. Given that the inclusion of a broad range of users in the planning processes of new schools is becoming a best practice for architects, a growing record of nonstudent users’ visions of middle schools may afford more evidence-based decisions about postoccupancy design changes, feasibility of programs, and how the values and goals of a school might be best communicated to students, teachers, parents and caregivers, and the community at large.
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 | 0.002 | 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) | 0.001 | 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