Exploring student experiences of teacher care communication: the offering of educational care
Bibliographic record
Abstract
This research describes a constructivist grounded theorystudy exploring Canadian adolescent student perceptions and experiences of what the author describes as educational care, the care offered to them by their teachers. Educational care is a North American concept that resonates with the British Pastoral Care construct. Interview transcripts contributed to the production of data identifying individual codes that describe teacher actions related to the communication of educational care. Data analysis resulted in the identification of 13 distinct categories of teacher behaviors that influence the communication of care. Further conceptualization identified three dimensions of educational care: the personal dimension (caring for the student as a person), the pedagogical dimension (caring for the student as a learner), and the interpersonal dimension (caring for the student as a member of the class community). Grounded theory analysis methods and resources led to the construction of a theoretical explanation, the offering of educational care. The author also discusses how the grounded theoretical results can be merged with the educational care-related literature to suggest an additional theoretical explanation; that is, the successful communication of educational care. The study also explores potential implications for practice and for future research.
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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 | 0.000 | 0.000 |
| 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 | 0.000 |
| Open science | 0.001 | 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 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".