Bibliographic record
Abstract
In our call for papers for this special issue on transitions in the early years, we highlighted the issue of respectful, reciprocal relationships and the importance of listening to communities whose voices had not been previously heard. The papers published here provide an opportunity to consider these issues through new lenses, providing perspectives which include different sectors of early education; geograph- ical variations across urban, rural and remote communities; children's experiences across age groups, within settings and between home and centre; structural, curricular and professional priorities. It is possible to consider the implications of such emerging transitions issues – as identity, aspirations, agency, power, structure and relational approaches – for policy, pedagogy and partnership. The inspiration for this special edition came from the two guest editors' involvement in a four-year (2103–2016) five-country International Research Staff Exchange Scheme (IRSES) project focused on Pedagogies of Educational Transi- tions [POET]. Funded by Marie Curie in Europe and the Royal Society in New Zealand, POET provides a platform for the sharing of research expertise between researchers from the University of Waikato in New Zealand, Mälardalen University in Sweden, Scotland's University of Strathclyde, the University of Iceland and Australia's Charles Sturt University. The POET project highlighted international interest in aspects of transitions research, something that was reinforced by the response to the call for papers for this journal. The resulting collection draws on research from Australia, Canada, Finland, Germany and Iceland.
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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 | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".