Parental Involvement in Elementary Schools During the COVID-19 Pandemic: Teachers’ Challenges and Crises
Bibliographic record
Abstract
Differing levels of parental involvement in schools are common. There are ways how to deal with and channel this phenomenon in productive directions. The COVID-19 pandemic forced schools to switch from regular in-person teaching to virtual teaching/ distance learning (via Zoom, Teems, etc.) while enabling parents to “join the class” in real-time. From the pandemic’s beginning, many parents stayed at home voluntarily or involuntarily (due to unemployment, unpaid vacation time, or working from home) and witnessed their children (supposedly) studying. This situation often led to intensive parental involvement and even intervention in teacher behavior, teaching methods, discipline requirements, etc. This unusual situation led to increased conflict between parents and teachers resulting in teachers’ frustration, stress, and intention to retire or resign. This case study aims to shed light on this new phenomenon while describing situations from teachers’ work and drawing conclusions about the processes that teachers, pupils, and parents underwent during the pandemic.
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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 | 0.004 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.005 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 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".