Preserve Teachers’ Experiential Leading and Learning of Inclusion Strategies
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 purpose of the research was to investigate the relationship between preservice teachers' attitudes, funds of knowledge, and self-efficacy of using inclusive high-leverage instructional strategies while collaborating with others to curate an experiential collection of hands-on tools and artifacts.This investigation employed a mixed-method approach including pre-and post-surveys (n=18) as well as semi structured interviews of Year 2 BEd students (n=2).The findings of this study contribute to the existing research on inclusion self-efficacy that new teachers benefit from peer-led experiential learning opportunities.The results also support a pre-service program dialogue in reimagining and strengthening the design of BEd inclusion courses and address balancing students' experiential with theoretical knowledge, promote positive pre-service teacher attitudes, and enhance self-efficacy about inclusive teaching practices.
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.
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 | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.001 |
| 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 it