Bibliographic record
Abstract
Once a year from 1995 until 2008 I offered a sociology class session in which first graders from a local private school joined college undergraduates who were enrolled in my advanced theories course entitled Sociological Studies of Children. The sessions had two goals: to have college students interact with the first graders guided by what we had been learning in class and to introduce first graders to college and to sociology. These joint classes are worthy of further reflection for what they suggest about the potential theoretical, methodological, and practical uses of ideas drawn from the “new sociology of childhood.”
 This paper is a retrospective description of and reflection on these joint classes. It begins with a presentation of the theoretical background that framed the event. It then details the preparations for the class with the college students; the class itself, including the format and content of lectures and discussions; and the post-visit discussion with the college students. Additional issues described are the influences of the adults (parents) who accompanied the children and some unexpected matters that arose in some of the classes.
 The first graders’ participation in a college sociology class drew on the ideas of taking children seriously as learners about sociology and recognizing children’s expertise about what it is like to be children. Taking seriously children’s actions, comments, and concerns in non-judgmental ways provides insights into children’s ways, alternative modes of interaction, and new approaches to studying children.
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.
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 | 0.006 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".