Re-situating Canadian Early Childhood Education
Bibliographic record
Abstract
Contents: Daphney L. Curry/Gaile S. Cannella: Foreword - Reconceptualist Her/Histories in Early Childhood Studies: Challenges, Power Relations, and Critical Activism - Larry Prochner/Veronica Pacini-Ketchabaw: Resituating Early Childhood Education: Introduction - Katherine Davidson: The Integration of Cognitive and Sociocultural Theories of Literacy Development for Instruction and Research: Why? How? - Sherry Rose/Pam Whitty: Valuing Subjective Complexities: Disrupting the Tyranny of Time - Luigi Iannacci/Bente Graham: Addressing Divides and Binaries in Early Childhood Education: Disability, Discourse and Theory, and Practice in a Bachelor of Education Program - Rachel Langford: An Early Childhood Professional's Authority: How Can It Be Used for Influencing and Instigating Action for Social Goods? - Zeenat Janmohamed: When Queer Enters Early Childhood Teacher Training: What's So Inappropriate about That? - Judith K. Bernhard: Immigrant Parents Taking Part in Their Children's Education: A Practical Experiment - Kathleen Kummen/Veronica Pacini- Ketchabaw/Deborah Thompson: Making Developmental Knowledge Stutter and Stumble: Continuing Pedagogical Explorations with Collective Biography - Anna Kirova: Children's Representations of Cultural Scripts in Play: Facilitating Transition from Home to Preschool in an Intercultural Early Learning Program for Refugee Children - Mary Caroline Rowan: Resituating Practice through Teachers's Storying of Children's Interests - Beth Blue Swadener/Lacey Peters/Sonya Gaches: Taking Children's Rights and Participation Seriously: Cross-national Perspectives and Possibilities.
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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 | 0.000 | 0.000 |
| 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 | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.020 | 0.005 |
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; both teacher heads agree on what is shown here.
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".