Parental involvement as a teaching strategy : attitudes, opinions, and perceptions in Thunder Bay / by Sondra Ann Archibald.
Bibliographic record
Abstract
During the 1970s and into the 1980s the communications media and \neducational theorists have reported and analyzed public dissatisfaction with \nschool systems. One cause of this dissatisfaction is that school systems have \nbecome isolated from other institutions, such as the home, the church, and \nthe media, which participate in the education of children (Goodlad,1984). \nInvolving the home in the formal educational process could form a link \nbetween home and the school and, indeed, may be necessary to the survival \nof public education (Goodlad,1984). \nThe education of a child begins at home before he enters school and \ncontinues there throughout the school years. Acknowledging the value of \nand making use of the home educational process can greatly enhance the \ntotal educational experience of the child. Involving the home in classroom \nprograms can promote better understanding between home and school and \na positive public perception of educational systems. This study focuses on \nlinking home and school. It investigates teachers' use of and attitudes to \nhome instruction which is coordinated with the classroom program, and the \nattitudes of parents toward this practice.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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 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".