Notice bibliographique
Résumé
Relationships are the heart and soul of what we do as educators, researchers, scholars and practitioners, including developing relationships with those with whom we work, research, write, serve and teach.From our perspective as Editors of the Comparative and International Education journal (CIE), we aim to develop productive and professional relationships with our authors and reviewers as the basis of good scholarly publishing.We also value deeply the relationships we have built with the CIE Editorial Board and the Executive Board of the Comparative and International Education Society of Canada (CIESC), both bodies which have shown great support for the CIE journal.Last, but not least, we appreciate being able to connect, through our journal, with our diverse readers across Canada and all over the globe!What is interesting about the articles in this issue is that they all attend to the notion of relationships and relationship-building.The first two articles are about overseas programs that involve Canadians and those from the host country.In 'Multi-stakeholder Partnership in Teacher Education and Development' authors Linyuan Guo-Brennan, Carolyn Francis and Elizabeth Townsend explore the relationships that developed between Canadian and Kenyan educators that helped make an international teaching practicum a reciprocal professional development opportunity.In the next article, 'Collaborating in (mis)translation: Opportunities lost and found during a multi-year exchange program between Canada and China', authors Terry Sifton, Glenn Rideout, and Jonathan Bayley also discuss the importance of relationship building, but within the context of a Canadian-Chinese multi-year exchange program.Stéphane Cyr, Annie Savard and Emna Braham in their article entitled "Analysis of a Pilot Integration Project of a Situation-Based Approach in Primary School of the Democratic Republic of the Congo" explore how relationships are central to implementing a pilot project within the context of educational reform.The project described in their article is the product of a multinational collaboration between: the Consortium for International Development in Education (CIDE), a Canadian company involved in the fields of international development, education and workforce development; the Directorate of School Programmes and Pedagogical Materials of the Democratic Republic of Congo; and UNICEF.The next two articles focus our attention on school-based education and the ways in which we can support children from diverse backgrounds.In 'Somali Refugee Students in Canadian Schools: Pre-Migration Experiences and Challenges in Refugee Camps', Mohamad Ayoub and George Zhou explore the pre-migration experiences of Somali refugee children and they note the importance, as researchers, of developing positive relationships with the students in the study, their parents, and other organization members, based on trust and respect.On the other hand, Xuemei Li, Antoniette Doyle, Maureen Lymburner and Needal Yasin Ghadi, in their study on 'Parental Support for Newcomer Children's Education in a Smaller Centre' found a disconnect between newcomer parents and the school community, which prevented relationship building.Theresa Papp, in her study on 'Teacher strategies to improve education outcomes for Indigenous students' makes it clear that relationship-based pedagogy is central to the success of Māori students in New Zealand schools.And finally, Emma Sabzalieva in her article, 'Engaging with tradition?How history shapes engagement with local communities in universities in England and Ontario, Canada' explores how constructive relationships help to shape engagement between universities and their local communities in productive ways.
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 | 0,010 | 0,034 |
| Méta-épidémiologie (sens strict) | 0,005 | 0,001 |
| Méta-épidémiologie (sens large) | 0,006 | 0,004 |
| Bibliométrie | 0,007 | 0,003 |
| Études des sciences et des technologies | 0,005 | 0,003 |
| Communication savante | 0,014 | 0,006 |
| Science ouverte | 0,005 | 0,003 |
| Intégrité de la recherche | 0,019 | 0,020 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,037 | 0,024 |
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 ».