Notice bibliographique
Résumé
We are delighted to share with you the latest issue of Comparative and International Education.As in previous issues, we have another set of excellent articles on various comparative and international educational themes and topics, including once again an article in French.In reading over the articles, a common theme comes throughalternatives, which is refreshing in this day and age of standardization and homogenization of educational practices and approaches.To begin with, we have two articles focusing on Canadian educational contexts, although the second one engages with educational discourses in China, as well as Canada.In the first article, "Exploring the Concepts of Traditional Inuit Leadership and Effective School Leadership in Nunavut (Canada)", the authors, Jane Preston, Tim R. Claypool, William Rowluck and Brenda Green investigate the ways that a group of educators, Inuit and non-Inuit, understand traditional Inuit leadership and effective school leadership.The emphasis on an Inuit worldview that places great value on relationships and the concept of holism can be considered an alternative to other popular paradigms that positions educational leaders in managerial roles.The second article, by Roumiana Ilieva, Aojun Li and Wanjun Li, is entitled "Negotiating TESOL Discourses and EFL Teaching Contexts in China: Identities and Practices of International Graduates of a TESOL Program."In this article, the authors present the results of their study about the discourses circulating in a TESOL program in a Canadian university.Their study helps us to understand the complexities and conflicts involved with the shaping of teaching identities, in this case English as a Foreign Language teachers that occupy a "third space" between the local and the global, challenging conventional psychological models of identity as a fixed construct.The next three articles shift our attention outside of Canada, and continue with this theme of alternatives.In our French article, "Using strength in numbers to support the development of reading fluency in sub-Saharan Africa", the authors Élisabeth Boily, Chantal Ouellet and Catherine Turcotte, demonstrate how the implementation of an alternative approach to reading instruction in Burkina Faso, called "assisted repeated reading", provided students with opportunities to improve their fluency development, a significant achievement in the resource-poor, large classrooms that constitute most schools in Burkina Faso.Using students as tutors allows for individual support to each student, thus effectively "drawing strength in numbers".The next article also focuses on the challenges faced by students from low-income backgrounds.In "'Successful' Alternative Education: Still reproducing inequalities?The Case of the Community School Program in Egypt", authors Lucy El-Sherif and Sarfaroz Niyozov, explore the effects of the community school program, an alternative, empowering model of education, on students who had participated in this program.Their results are rather surprising in showing the unintended consequences associated with implementing alternative, progressive educational reforms.In our final article, "The centrality of participant voice in illuminating the gender regime in education research using a human capabilities analysis", the author Catherine Vanner examines the use of an alternative analytical framework for researching gender equality: the human capabilities approach.This approach has been used in a number of different educational studies to privilege participant voice and contribute to our understanding of the effects of the gender regime in schools as well as to provide alternative possibilities for creating a more empowered and gender just world.Finally, we are pleased to have two book reviews by Comparative and International Education Society of Canada (CIESC) members in this last issue of the year.Christina Parker reviews Revisiting the Great White North?Reframing Whiteness, privilege, and identity in
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 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 | 0,001 | 0,003 |
| 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 | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,001 |
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 tête enseignante, 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 ».