Bibliographic record
Abstract
This qualitative study explores the experiences of 14 adults who attended Sudbury model schools in the Netherlands, Israel, and the U.S. These schools emphasize student autonomy, egalitarian relationships, and minimal hierarchy. Using thematic analysis and open-ended questions, the study examines how the justice system, school culture, and staff roles supported students’ psychological needs for autonomy, competence, and relatedness, drawing on Self-Determination Theory (SDT: Deci & Ryan, 2000). Findings highlight how the justice system fostered inclusivity, mutual respect, and internalization of community norms, contributing to a culture that discouraged bullying and promoted belonging. Staff were viewed as trusted mentors rather than authority figures, reinforcing autonomy and competence. The study offers a nuanced counterpoint to critiques that SDE models reproduce neoliberal subjectivities, showing how autonomy embedded in relational safety can foster inclusion. These insights contribute to educational change debates by illustrating how non-hierarchical models can enhance student well-being and reimagine authority in schools.
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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 | 0.006 | 0.013 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.016 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 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".