Collaborative School-Family Relationships using the Expansive Learning Cycle to Enhance Parents Empowering in Helping their Child in the Context of a New Reading Method
Bibliographic record
Abstract
The benefits of parental involvement in literacy have been well documented over the years. It has also been shown that when introducing new ways of doing things, parents often show resistance. It is with a view to improving school-family collaboration in the context of La Planète des Alphas, a new reading method, that we conducted a research-intervention. This paper aims to describe how teachers question their own practices and interact with parents to give help and to put forward new models of pedagogical actions. This research-intervention employed the Cultural-Historical Activity Theory and the Change Laboratory methodology. We take a close look at the evolution of the discursive manifestations of transformative agency during the Change Laboratory sessions and the discussion topics they were related to. This approach deepens our understanding of the decision making process in the selection of new solutions and the notion of relational agency in fostering collaboration and communication throughout the expansive learning cycle. Five Change Laboratory sessions were coded and analyzed using MAXQDA 2018 software. We highlight the activity system boundary crossing that allowed teachers, parents and school principal to elaborate, implement and reflect upon new instrument- producing activities aiming at empowering parents in helping their child in schooling. Obviously, the relevance of this intervention and research process can be well extended to the overall field language construction and the overall literature on family-school relationships.
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How this classification was reachedexpand
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 | 0.004 | 0.003 |
| 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 | 0.001 |
| Open science | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".