Reformation of Storied Assumptions of Parents and Poverty
Bibliographic record
Abstract
We begin this article by introducing research into a curriculum of parents (Pushor, 2011, 2013). We then make visible how pre-service teachers’ engagement in such a curriculum creates possibilities for teachers to actively resist deficit-based conceptualizations and to deepen their understanding of discourses of poverty and of representations of parents. The research is situated in Dewey’s (1938) foundational conception of experience as education and in Clandinin and Connelly’s (2000) explication of a narrative inquiry framework comprised of stories of experience. We take up Ciuffetelli Parker’s (2013) notions – narrative reveal, narrative revelation, and narrative reformation – which we use to examine stories which illuminate one pre-service teacher’s growing understanding of the complexities of teaching in a school community affected by poverty. Using Ciuffetelli Parker’s narrative elements, we demonstrate how a teacher candidate, who experienced an explicit curriculum of parents, came to see parents affected by poverty as knowing and knowledgeable and as having an important place and voice in their children’s schooling and education
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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 | 0.011 | 0.014 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.010 | 0.068 |
| Scholarly communication | 0.010 | 0.015 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.003 | 0.006 |
| 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".