Masquerade of Neoliberal Concepts Revealed: Self-Regulation Skills in Ontario’s Full Day Kindergarten Program
Bibliographic record
Abstract
This study examines an action research project that included four kindergarten teachers who taught in the first year of the Ontario’s mandated full day kindergarten (FDK) program, which began in September 2016. This action research project focused on the teachers’ concerns about the constant unsafe violence, bullying and disruptive behaviour that characterized their FDK classrooms, which led them to explore self-regulation skills. According to the FDK program developers and school administrators, self-regulation was the key to eliminating such difficult behaviours and actions. However, the findings of the action research study revealed there were many challenges in sustaining and having students understand self-regulation, and there was a disconnect between the theoretical understanding of self-regulation and the practical reality of how self-regulation was used in the classroom. The findings of this action research study bring forth an interesting argument: the practical use of self-regulation in FDK classrooms (un)consciously gives permission to the reach and subsequent impact of neoliberalism in schools.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.013 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".