Empowering Teachers Through an Online Asynchronous Science Education Cohort Graduate 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
Online cohort graduate programs in education offer science teachers opportunities to enhance their knowledge and professional practice alongside a cohort community of educators without interrupting their careers or adversely affecting their personal lives. While it is understood that online cohort graduate programs can create robust professional communities, their impact on sustained pedagogical change for teachers is not fully understood. This research, based on a qualitative study of an asynchronous online Master of Education cohort program in Science Education, investigates its impact on K-12 teachers’ pedagogical attitudes, understandings, and practice. Focus groups were conducted with thirty teachers from two program cohorts. Findings suggest that through research exploration and collaborative culture, participating science teachers felt educated, supported, and empowered to make sustained pedagogical improvements within and across their educational contexts. This study contributes to the understanding of the potential of online cohort graduate programs in science education in fostering pedagogical transformation and can inform the design of similar programs.
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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 | 0.007 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.001 | 0.008 |
| 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 it