The connection of sociodemographic characteristics with the application of the curriculum in practice"
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Predškolski kurikulum predstavlja službeni dokument koji je propisan na razini zemlje i čije elemente svaka ustanova prilagođuje svojim uvjetima. No unatoč tomu, vidljiva su odstupanja u odgojno-obrazovnoj praksi i različitim strategijama rada odgojitelja. Cilj ovog rada jest prikazati povezanost između sociodemografskih obilježja odgojitelja i implementacije suvremenog kurikuluma u praksi. U teorijskom dijelu rada iznijet će se glavna razmatranja o tradicionalnom i suvremenom kurikulumu, fazama razvoja suvremenog predškolskog kurikuluma u Republici Hrvatskoj te ulogama odgojitelja u njegovom provođenju. U metodološkom dijelu rada predstavit će se ciljevi i hipoteze istraživanja, instrumenti istraživanja te rezultati i rasprava o njima. Polazeći od tipičnih stereotipa, pretpostavlja se da dob, radni staž i obrazovanje odgojitelja utječu na primjenu suvremenog kurikuluma u praksi. Istraživanje je provedeno na uzorku od 136 ispitanika iz Republike Hrvatske koji su rješavali Upitnik primjene kurikuluma. Na temelju rezultata, zaključeno je kako sociodemografska obilježja ne utječu na implementaciju suvremenog kurikuluma u praksi.
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.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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 it