“This is how I learn": children's perceptions of their experiences in two different learning environments
Bibliographic record
Abstract
This qualitative study explored five children’s perspectives of their experiences in both a university laboratory school and in their current public school setting. Semi-structured conversations and child-produced drawings provided children with an opportunity, not only to express their thoughts and opinions, but also aided in establishing children as competent informants on their own lived experiences. Employing the ‘new’ sociology of childhood, critical studies, and a child rights-based perspective as theoretical frameworks, an overarching theme of power and hierarchy was established throughout the children’s descriptions of their experiences. More specifically, this central theme is explored through the children’s discussions and descriptions of: space, pedagogical practice, peer relationships, rules, and their decision-making and influence on curriculum. These themes, however, present themselves differently in the children’s implicit and explicit comparisons of the different learning environments. In conclusion, recommendations for future practices and areas for further research are discussed. Keywords: children’s perception of education, ‘new’ sociology of childhood, critical pedagogy, kindergarten, university laboratory 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 | 0.009 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.007 | 0.014 |
| Scholarly communication | 0.009 | 0.006 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 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".