Notice bibliographique
Résumé
policies, 19-20 in United States, 37-38 Accreditation process, 212 Achieving Excellence, 85 Action-research project, 296-297 ADI (Italian Teachers Association), 296 Administrative levels, 182-183 Alienation, 127-128 Alliances, 308 American High Scope Perry Preschool Program, 215 Annotated documentary evidence, 217 Apparent activism, 51 Assessment Methods (AMs), 280 Attitudinal surveys, 73 Attraction of teachers, 213-214 Australia's School System.See also Chilean educational system, 125-129 federal influence over schooling, 125-127 role of national and intergovernmental bodies, 127-129 Australian Curriculum Assessment and Reporting Authority (ACARA), 127 Australian education Australia's School System, 125-129 reduce distribution of responsibilities, 319 responses to challenges, 319-321 Authentic innovation, 48 Authorisation, 345 Authority levels, 307-308 Autonomous educational system of Flanders, 265 Avanguardie Educative, 296 Behavioral observation methods, 352-353 Belgium engagement in EIP by teachers and school leaders, 263-267 Flemish educational system, 260-263 BIFIE, 320-321 Bildung, 176-177 Bildungsdirektionen, 317-320, 327-328 Bottom-up approach, 1-2, 74, 342 Brew Ed, 62-63 Brokerage, 66 Brokers, capacity building and, 91-92 Building evidence, 202-203 Bureaucracy in education, 49-51 California K-12 public education in, 37 on social cohesion/regulation matrix, 18-20 California Collaborative on District Reform, 22 "California Way", 24 Capacity building, 169 and brokers, 91-92 for data, 36 initiatives, 371-372 opportunities drawing on researchbased practices, 40-41 Case study methods, 38-39 Catalan Department for Education, 50 Catalan Education Law, 49-50 Catalan educational legal framework, 48 Catalan educational system, 48-49, 51 Catalan model, 50-51 Catalan way of evidence informed educational practice, 49-51 Catalan educational model, 48 educational evidence fitting in hybrid model, 51-52 enablers and barriers for evidenceinformed practice in Catalan schools, 52-54 lessons for practice and policy, 55-56 Catalonia, 48 Catholic Education Flanders, 262 Centralisation, 345 of powers, 337 Centralised systems, 299-300 Centre for Education Statistics and Evaluation (CESE), 123-124 Centre for School Leadership (CSL), 75-76 Centre for Utilisation of Research Evidence in Education (CUREE), 62-63 Certificate of Advanced Studies (CAS), 311 Chapman model, 48 Children's self-evaluation ability, 358-360 Chile charting literature on use of evidence among Chilean teachers, 145-148 data extraction and analysis, 144 enablers and barriers for teachers to engage with research, 148-149 inclusion/exclusion criteria of studies, 143-144 lessons for practice and policy, 149 review aim and research questions, 142 scope of review, 143 use of evidence for teaching practice among Chilean teachers, 142-144 Chilean educational system, 140-141 characterization from regulation and cohesion, 153-156 Chilean Quality Assurance System, 156 Class analysis, 352-353 Class improvement, 358-360 Classrooms assessments, 156 evolution and expansion of EIP in, 73-74 Coaching, 25 effectiveness, 36 Cohesion, 155, 262-263 Chilean educational system characterization from, 153-156 in education, 49-51 Cohesion/regulation matrix, 4-6, 37, 48, 60-61, 84, 140, 176-177, 309 Austria's perspective of, 317-318 Flanders in, 262-263 model, 352 Ontario and, 84-88 in UAE, 107, 110, 114 Collaboration, 141 Collaboration and Research for Ongoing Innovation (CRO Í), 70, 74 Collaborative processes, 89 Collaborative research, 2-3 collaborative research-informed practice, 2-3 Collegiate model, 50 Common Core State Standards (CCSS), 18 Commonwealth power, 125-126 Communication, 93-94 to adapt implementation, 92-93 within South African education system, 230-232 Communities of Practice, 88 Community Teachers Association (CTA), 382-383 Comparative analyses, 4 Competitive dysfunction, 128 Complexity, 337 of education, 226 Comprehensive school reform, 98 Comprehensive Support and Improvement (CSI), 200-201 Compulsory education in Switzerland, 305 Conference of Cantonal Ministers of Education, 304 Context characteristics, 182-183 Contextualisation of legal regulations, 50 Continued re-regulation of school development in Sweden, 101-105 Continuing professional development (CPD), 240-242 Continuing professional development and learning (CPDL), 376 challenge for, 377 EducAid's planning for, 377 Continuous improvement, 23 Continuous learning cycles, 89 Contractual federalism, 126-127 Cooperation of Best School, 102-103 Corporate federalism, 126-127 Corporate Social Investment, 229 Counterproductive accountabilityfocused practices, 25 Course Intended Learning Outcomes (CILOs), 280 Credit-bearing modules, 72-73 Critical reflection, 212 role in supporting EIP, 218-219 Crystallisation of change, 338 Crystallising change, 340 Cultural model, 140 Curriculum, 307 Cypriot educational system, 337 Cypriot Ministry of Education and Culture (MoEC), 336-337
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 | 0,002 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,005 | 0,007 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,013 | 0,009 |
| Science ouverte | 0,003 | 0,005 |
| Intégrité de la recherche | 0,004 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,749 | 0,786 |
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 ».