A teacher's stories of living and learning: a narrative inquiry into the relationship between family, home and education
Bibliographic record
Abstract
This inquiry into my Canadian Maritime roots begins with an investigation and analysis of family literacy in the forms of the oral tradition and archival primary source materials. My research examines the influence of family literacy on my education as a woman and a teacher. The study is framed by a collaborative autobiographical narrative inquiry into living and teaching that includes four women participants who represent the twenty-first century. The structures, which represent 'personal practical knowledge' in Michael Connelly and Jean Clandinin's terms, located in family stories, homes, photographs, art, song and the narratives of my Toronto participants, are referred to as 'knowledge structures.' In the spirit of Alasdair MacIntyre I explore the idea that the unity of a human life is the unity of a narrative quest. My thesis in the form of 'Social Portraiture' considers the dialectic between living our lives as human beings and as teachers in the classroom by understanding the association between living and teaching. Participants' stories of the present and the past are reconstructed through Michael Connelly and Jean Clandinin's method of narrative retelling. Their concepts of professional and personal practical knowledge strengthened my pedagogical practice in pluralistic environments. The lives of the women of my past, the women participants in my present and my life as a woman and a teacher, intersect routes that support a deeper knowledge of how the stories of our textured lives were shaped and shifted for future narratives. Through the reflection, analysis and synthesis of my participants' stories, I discovered that an appreciation of the relationship between life, learning, researching and teaching is essential in the field of Curriculum Studies and Teacher Development.* *This dissertation is a compound document (contains both a paper copy and a CD as part of the dissertation). The CD requires the following system requirements: Windows MediaPlayer or RealPlayer.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".