Notice bibliographique
Résumé
Emergence, Change and Things to ComeI have learned, and continue to learn, that the world is not a static place."Things" change and emerge with the passing of time.Of course, this journal should be no different from anything else around us.I am reminded also of the notion that the world is an interesting mix of islands of chaos in order and order in chaos.Change and emergence may not be looked upon with much fondness or delight.Change and emergence will happen whether we wish it to or not.And, we are also always changing.First, late last summer the previous Editor, Norman Diffey, retired.Dr. Diffey was not the only one to step down, but Larry Glassford and Sheila Windle, Book Review Editor and Editorial Assistant respectively, also stepped aside after several years of commitment to the journal to create room for a new Editorial team.Like Mother Nature who abhors a vacuum, I was quite fortunate to find Geraldine Balzer and Marica Potrebic ready and willing to "rush in" to fill the "gaps" as Book Review Editor and Editorial Assistant.Somehow, changes like this seem to work themselves out quite nicely.I am rather pleased to be able to work with these two remarkable people.In his final comments in the last issue, Dr. Diffey mentioned that I had a "number of exciting ideas for the journal's future."Indeed.December 2006 saw the launch of the journal into the World Wide Web.In addition to the print version of the journal, JTL can now enjoy an even greater visibility and readership "out there" where individuals may take pleasure in knowing that they may access the journal more easily as contributors and readers.To find us on the web, the simple act of turning to your own computer browser and going to www.uwindsor.ca/jtlwill suffice.The journal is built upon an open source platform and is free to all who are willing to create a quick profile to register for the journal.This second issue of volume 4, as you might expect, features a diverse collection of contributions to the field of education and the journal.As is our desire, we have seen to publish pieces by graduate students, and emerging and establish scholars in this journal issue.Paul Berger's piece on Qallunaat teachers in Nunavut opens our eyes to the challenges and difficulties of being an "outsider" in the educational context of the Nunavut and continuing colonization that renders the act of truly caring almost impossible.In terms of "global education," Michael O'Sullivan and Diane Vetter describe work in a small Ontario elementary school where the staff brought this perspective into the entire K to 8 curriculum.Funmi Amobi, a teacher educator at Arizona State University, examines the use of structured debate as a means to elicit critical insight into the meaning and nature of educational issues from novice teachers.In terms of research in the junior high classroom, Deanna McLennan and Kara Smith examine and present the use of sociodramatic activities as a means to encourage positive behaviour in at-risk students.In this issue, as well, we publish two book reviews.Finney Cherian offers us a
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 | 0,008 | 0,054 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,002 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,002 |
| Communication savante | 0,005 | 0,004 |
| Science ouverte | 0,004 | 0,001 |
| Intégrité de la recherche | 0,018 | 0,017 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,050 | 0,040 |
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 ».