Bibliographic record
Abstract
This paper tells of an early childhood educator’s search for meaning making while experiencing a crisis of the self—a deep questioning of personhood, worthiness, ability, and purpose. It represents a snapshot of a particular time in a particular life at the convergence of a master’s program in ECE, a worldwide pandemic, and a provincial research project, which culminated in personal crisis and a great unsettling of identity. It is written in first person, from the ‘I’—the author’s humancentric appraisal of a personal pedagogical intervention, a reckoning with the self—in the hope of finding something otherwise, and something more generative as an educator within early childhood education. The paper grapples with the question of how we can create the conditions for early childhood educators to “read hard, think hard and write hard”—to dig deep, and to go deeper (St. Pierre, 2019) without dismantling a sense of self or a personhood that embodies a deep desire to contribute positively to our unfinished world.
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 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 | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.012 |
| Scholarly communication | 0.010 | 0.006 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.003 | 0.009 |
| Insufficient payload (model declined to judge) | 0.029 | 0.008 |
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".