Notice bibliographique
Résumé
The use of action research in the field of education in North America was launched over a century ago by key contributors like John Dewey through his theoretical writings on reflective thinking and problem-solving (Dewey, 1910).Dewey argued that educational research should not solely be undertaken by external researchers on behalf of educational practitioners, but that educators needed to lead their own studies and resolve their own problems.Dewey's concept of the scientific method as it applies to educational practice is presented in Democracy and Education (Dewey, 1916).The use of this model still holds immediacy and relevancy for educators in K-12 and postsecondary educational institutions as exemplified by a provoking trio of educational action research projects reported in this issue.Rounding out this issue is a pair of articles that illuminate some new directions being explored by action researchers.The inquiry approaches used by the authors of these articles foreshadow what is coming in the next issue of CJAR which will focus solely on action research and the arts.Arts based research is situated on the very edges of the qualitative research paradigm and is characterized by diverse uses of the arts as the basis for inquiry, action strategizing, knowledge generation, and/or sharing findings.Such approaches to research are becoming more widespread in the social sciences because the arts "allow for deeper research insight, interpretation, meaning making and creative expression, and alternative knowledges and ways of knowing" (Wilson & Flicker, 2014, p. 58).The time then is appropriate to devote some attention to arts-based action research in this issue.I begin by introducing three action research-in-education studies featured in this issue.The first in the trio targets a critical area of concern for faculty teaching at post-secondary institutions in Canada.It is well known that Canadian government authorities have worked hard to attract international students to colleges and universities which has drastically changed the demographics of student populations.Like their colleagues in Canada and abroad, Adam McGregor, Christina Decarie, Wendy Whitehead, and Shelley Aylesworth-Spink worry about the academic success of the growing numbers of international students in their classrooms.In response, this team of faculty teaching in a business program at an Ontario arts and technology college set out to examine the grade disparities between first-year international and domestic students, identify the unique
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 | 0,008 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,008 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,000 |
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 ».