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
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 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 | 0.000 |
| 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".