Predicting pre-school learning behaviours with classroom quality for children with developmental risk
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 current study examines the role of classroom quality in predicting learning behaviours among preschoolers experiencing socioeconomic disadvantage and developmental concerns (Nchildren = 267, Neducators = 97). All children were identified with developmental concerns in one or more areas (language, cognition, and/or social-emotional). Study involvement spanned the two years children were enrolled in pre-school. Teachers reported on children’s learning behaviours in the fall of their first year and spring of their second year. Classroom interactions were observed in the spring of their first year. Structural equation models revealed that classroom emotional support and organisational support predicted greater end-of-pre-school learning behaviours. Classroom instructional quality did not predict learning behaviours over time. Results highlight importance of classrooms characterised by warmth, closeness, predictable routines, and organisation in fostering learning behaviours for children with developmental concerns, which creates opportunities for future achievement. Study limitations and future research directions are discussed.
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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 | 0.001 | 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 | 0.001 | 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 it