Bibliographic record
Abstract
It is a commonly held belief that students who enjoy their experience of school perform better academically. Thus, educators often struggle with the questions of how best to motivate students and how to make learning fun. Some parents and educators, however, have simply moved away from traditional educational practices and are choosing to let students take charge of their own learning. The intent of this study is to evaluate the attitudes of students in two Sudbury model schools - schools in which students from ages 4-19 are completely responsible for their own education - and to show the positive correlation between freedom and choice in the learning environment and positive student attitudes. This study involves the opinions of 23 students from two Sudbury model schools, forming a small focus group. The schools both volunteered for the study, and students were asked if they would like to participate. The students who participated ranged in age from 4-16. Each completed a questionnaire that included both scaled questions and open-ended questions. Overall, students reported having a very positive experience of school as assessed by the questionnaire. There were also recognizable trends in their narrative answers that pointed towards an overall appreciation for the level of freedom in their schools. In general, the study proved that in the group surveyed there is a positive correlation between freedom in the educational environment and the students' attitudes about school. This study points to the validity of self-direction in the learning environment, and notes several options for follow-up studies.
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 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 | 0.003 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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".