Notice bibliographique
Résumé
Part two of this paper is based on two prescriptions: accepting thatnot all international schools offer an international education (that is, an education for international mindedness) but many do; andboth state and private (independent) national schools can offer an international education, and they are doing so in increasing numbers.Hayden & Thompson (1996 pp50-51) conceded that not all international schools necessarily provide an international education. I also raised this same point a few years later (Hill 2000 pp30-31). This means that there is a difference between international education and an international school - they are not necessarily one and the same.The legitimacy of an international education in national, as well as international schools, has been recognised as long ago as 1986 by Belle-Isle, He was the driving force behind the implementation and development of the ISA Curriculum (which became the IB MYP in 1994) in French in many state schools in the province of Quebec during the 1980s, He saw first-hand that it was possible 'bearing in mind the intellectual and cultural mobility not only of the individual but, most of all, of thought' (Belle-Isle 1986 p29).This allows us to separate the educational programme from the nature of the school itself - from its student and governing bodies, whether a school is for profit or not, and from its raison d'etre. What is more important to international educators is whether the school is developing international mindedness in its students, wherever they might be and whoever they are. Whether we call it an international school, a national state or private school, an EU school, or whatever, is less important. IB schools are extremely varied, but their one common bond is that they all seek to develop international mindedness as defined by the IB Learner Profile and mission statement. This was once considered the province of the classic international school only, Many types of schools have, and want, access to IB programmes which were developed initially for that ideal type.Bunnell (2014:149) states: 'discussing the definition of an International School probably does still matter.' (His italics). George Walker responds in his book review: 'It certainly does' and goes on to consider any school which dispenses international education as an 'international school'.An international school is an organization that offers its students an international education through the medium of its curriculum, its planned learning. An international curriculum is the thread that connects different types of international schools be they formally associated with the United Nations; be they state or privately funded, profit or not-forprofit; be they multicultural in terms of staff and students; be they located in the northern or southern hemisphere, housed in a medieval castle or on a concrete and plate-glass campus. And just as it is possible to describe the essential elements of a good scientific education, or a musical education or an holistic education or a Montessori education, so it must surely be possible to describe the essential elements of an international education (Walker 2015:79)I would respond with an enthusiastic 'yes' about being able to enunciate the essential characteristics of an international education; IB, I PC and Oxfam, for example, have been doing that for years. I would utter another resounding 'yes' that international education can be provided in the various types of schools and places which Walker mentions above. I am less exuberant about equating the term 'international school' with an international education when we know that not all schools established for families living abroad temporarily or longer term, that is 'international schools' in the classic pre-IB sense, dispense an international education. Nevertheless, it is one way of looking at it.Another way is to think of schools offering a sound international education as 'internationally minded schools', and reserve the label 'international school' for those that were established originally for families abroad (market-driven), and for schools deliberately set up to bring together students from many cultural backgrounds (missiondriven) to promote intercultural understanding and awareness of global issues (such as UWCs). …
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.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,003 |
| Études des sciences et des technologies | 0,011 | 0,020 |
| Communication savante | 0,020 | 0,027 |
| Science ouverte | 0,002 | 0,006 |
| Intégrité de la recherche | 0,008 | 0,011 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,022 | 0,004 |
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 découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».