Notice bibliographique
Résumé
School libraries in Canada and the United States have a very short history compared to other types of libraries in North America; however, their histories have many similarities and some differences.While school libraries in both countries developed within their educational systems, Canada launched a more nationalized approach for its provinces, and the U.S. systems grew state by state. IN THE BEGINNINGCanadian education was modeled first after the French and then Great Britain, controlled by the church.Later the Ontario province passed legislation creating a school system with municipally elected boards, local taxation, and a central administration of education which was copied by the Constitution of 1867 giving control of education to the provinces.Designed by a Methodist minister, Egerton Ryerson, they copied the schools of the New England colonies.School libraries were often referred to as important in achieving the goals of education.(1) In the U.S., all government not covered by the Constitution is assigned to the individual states making education a part of state governance.The first schools in the United States were very small and in the hands of the headmaster.Students (usually male students) were asked to copy information from the board to their slates.They might learn how to read and write, but this came independently from what they were copying.Schooling was labor-intensive and available only to those who could pay.As the country grew, those in charge wanted a citizenry able to read and write, live and vote in a democratic society.In some of the larger cities, societies were formed to provide free education to the masses so they would become responsible citizens.These nineteenth-century societies adopted a method in which many students were organized into groups based on ability.The older students learned from the master, and then taught the younger ones.They copied and were drilled on facts until they knew them.(2) Slowly, but steadily, state governments across the nation built public schools, teachers were hired to educate all children, and school attendance became compulsory.Educational funding in the U.S. is left to state laws, and this varies by an individual state's ability and willingness to support education.Problems in equity arise.A current situation has to do with being able to find qualified teachers.In 1996, the National Commission on Teaching and America's future stated:Although no state will allow a person to fix plumbing, guard swimming pools, style hair, write wills, design a building, or practice medicine without
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 | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,004 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,007 | 0,004 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,132 | 0,078 |
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 ».