Family Day Care: International Perspectives on Policy, Practice and Quality
Bibliographic record
Abstract
Preface. 1. Across the Spectrum: An Introduction to Family Day Care Internationally. June Statham and Ann Mooney, Thomas Coram Research Unit, London. Part 1. Policy and Organisation. 1. Across the Spectrum: An Introduction to Family Day Care Internationally. June Statham and Ann Mooney, Thomas Coram Research Unit, London. 2. Home-like? Some Unique features of the Emerging Family Day Care Provision in Hungary. Marta Korintus, National Institute for Family and Social Policy, Budapest. 3. Carving out a niche? The Work of Tagesmutter in the New Germany. Ulrike Gelder, School of Geography, Politics and Sociology, University of Newcastle upon Tyne. 4. Family Day Care in New Zealand: Training, Quality and Professional Status. Elizabeth Everiss, Open Polytechnic of New Zealand, and Carmen Dalli, Victoria University of Wellington. 5. The Development of Childminding Networks in Britain: Sharing the Caring: Sue Owen, National Children's Bureau, UK. 6. Family Day Care in Israel: Policy, Quality and the Daily Experiences of Children. Miriam K. Rosenthal, Hebrew University, Jerusalem. Part 2. Understandings of Family Care. 7. What it Means to be a Childminder: Work or Love? Ann Mooney, Thomas Coram Research Unit, London. 8. Agency and Ethics: Family Day Care Providers' Perspectives on Quality. Irene Kyle, independent researcher, Canada. 9. The Everyday Life of Children in Family Day Care as Seen by the Carers. Malene Karlsson, Family Day Care Expert, Sweden. 10. Family Day Care in France, Liane Mozere, University of Metz. Part 3. Carers and Parents. 11. Provider and Parent Perspectives of Family Day Care for 'Children in Need': A Third Party Inbetween. June Statham, Thomas Coram Research Unit, London. 12. Partnership with Providers? Why Parents from Diverse Cultural Backgrounds Choose Family Day Care. Sarah Wise and Ann Sanson, Australian Institute of Family Studies. 13. Setting Child Care Standards with Respect for Cultural Differences. Who Says What is Quality? Kathy Modigliani, Family Child Care Project, Arlington, Massachusetts. 14. Conclusion: Whither Family Day Care? Peter Moss, Thomas Coram Research Unit, London. References. Index.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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".