Changes in the practices in make-believe play situations of one kindergarten teacher participating in an activity-oriented professional development program
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
Make-believe play (MBP) provides kindergarteners with an authentic form of engagement that is particularly favourable to the development of oral and written language.As part of an action research study, an activity-oriented professional development (PD) program incorporating video was established to provide kindergarten teachers with guidance on their teaching practices in MBP situations.The findings show changes in the participant's PD trajectories.These findings provide direction as to how teachers who wish to implement more MBP practices in the classroom to promote language development in children can be supported within the framework of such a program.For instance, the results match those of previous research as regards whether a program that uses evidence such as videos would be more effective in leading a participant to effect changes in their PD.The results also indicate that PD programs cannot be exclusively collective or individual, but benefit from combining the two approaches.
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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 | 0.006 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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