Children's lived experiences of 'ability' in the Key Stage One classroom
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
This empirical research examined evidence of children's lived experience of 'ability' from two case study classes of 5-7 year olds in primary schools in England. ‘Thick description’ (Geertz 1973) of the children's lived experiences was created using children's classroom tours, classroom representations and interviews alongside non-participant observation of everyday classroom life and interviews with the class teachers. For these children, findings are that their lived experience of 'ability' is highly individual and shaped by the scope of their awareness and their attention to an individual combination of features of classroom life, particularly structural, social and pedagogic. The class teachers partially shaped the children's experiences through their teaching choices, underlying beliefs about 'ability' and own experiences (as a child and as a teacher) but this varied significantly for each child depending upon how their individual lived experience was shaped. The findings from these two classes suggest that policy and research into 'ability' in early schooling should be considered with a recognition that there could be significant variation in how this is experienced by individual children. Therefore, in making teaching choices at classroom level we might consider a wide range of aspects as potentially influential in shaping children's experiences of 'ability' and therefore pay close attention to the individual children in the class and what they attend to most in their classroom, as well as well as our own beliefs and experiences.
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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) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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 it