Teacher understanding of student understanding: Revising the gap between teachers’ conceptions and students’ ways with literature
Bibliographic record
Abstract
This article examines three English teachers’ conceptions of their students’ literary understandings. Two questions guide the study: 1) How do English teachers conceptualize the act of reading in relation to students’ literary understanding? 2) How might attention to artifacts of students’ literature reading support teacher understanding of student understanding? Teachers in this study held either a basic skills perspective or a meta-cognitive view of reading. Regardless of perspective, each conceptualized reading in generalized terms detached from the concerns of literature as a discipline. The teachers expressed difficulty connecting and negotiating concern for student reading with concern for student literary understanding. Complicating this issue, the teachers’ own ways of reading familiar pieces of literature were problematic resources for understanding students’ understandings. Experienced ways of reading literature played an important role in directing their attention away from learner competencies and toward content concerns.
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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 | 0.009 | 0.023 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.003 | 0.011 |
| Scholarly communication | 0.010 | 0.012 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.002 | 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".