Leadership, Teaching and Learning in Times of Crisis in Southern Tanzania
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The outbreak of the COVID-19 pandemic has had a significant impact on education provision worldwide. School leaders, teachers and parents found themselves in uncharted circumstances, which hugely impacted their roles in promoting children’s learning. The purpose of this study was to investigate the roles played by leaders, teachers, and parents during the COVID-19 crisis. This paper discusses teaching and learning in this time of crisis. The study sampled 10 head teachers, 60 schoolteachers and 57 parents representing 10 primary schools in five districts in the Lindi region of Tanzania. A postmodernism lens was applied to respond to questions about the strengths and weaknesses of support structures, such as parents, teachers, and local and central government, in the era of COVID-19. Data indicate that teachers, parents, and even the government, had to try various approaches to shift between different roles involved in addressing learning demands in the era of COVID-19 in Tanzania. Generally, the study identifies complex tensions between the support structures, that had been brought on by the pandemic. It is through understanding the complex tensions and balancing various roles that we can begin to understand the teaching and learning landscape in times of crisis.
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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 | 0.009 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| 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 it