The Case of the Disappearing/Appearing Slow Learner: An Interpretive Mystery
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
This thesis explored the topic of the categorization of and programming for students named, through intellectual assessment and/or documented school failure, as “slow learners”. Written as a fictionalized hard-boiled detective story instead of adopting a more traditional thesis format, the thesis drew on the author’s experiential data, primary sources, and interviews with students, teachers, administrators, and curriculum leaders and the interpretive lenses of disability studies, including disability history, and hermeneutics. It explored assumptions contained in the slow learner label and the resourcing and accommodation practices, and their lack, that flow from this and other educational labels. Emergent themes included the harmful consequences of sorting individuals by measured intelligence scores, and the notion that the complexity of human learning for any student is greater than the slow learner label, or any educational label can contain. Paradoxically, even as these themes emerged, the actual teaching practices in many programs for slow learners, in their concreteness, in their freedom from constraints such as standardized testing, and in their use of inquiry methods, were reported as beneficial to these students and potentially to other students as well. When similar methods were used in non-segregated classrooms that included students named as slow learners, most students were reported to be engaged and successful. In this vein, broader educational reform measures that might be potentially helpful in helping make schools more inclusive for the students currently labelled slow learners were also examined. This thesis recommended the use of inclusive approaches in classrooms at the site-based level as well as continued scrutiny and reform of the institutional barriers at the school, district, and provincial levels that contribute to the production of slow learners.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle