In-between spaces of policy and practice: Voices from Prince Edward Island early childhood educators
Bibliographic record
Abstract
Over the course of the past decades, the discourse, pedagogy, scope, and delivery of early learning and child care (ELCC) has undergone myriad significant changes internationally, nationally, and at local levels. Prince Edward Island (PEI), the smallest Canadian Province, has not been exempt from these transformations. By situating early childhood educators (ECEs) at the centre of ecological multilevel environments (Bronfenbrenner, 2005), this qualitative study explored how a system-wide change implemented through the Prince Edward Island Preschool Excellence Initiative (PEIPEI) has impacted and is being impacted by ECEs over time. Purposive sampling was used to invite seven early childhood educators working on provincially regulated early years centres (EYCs) to participate in individual interviews. Findings indicated that ECEs have been striving to navigate and merge the space in-between policy and practices and that after ten years, they remain in this liminal space where they continue to navigate unravelling transitions as they search for their professional identity.
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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".