Vol. LXXV (2017) - No. 268 Enriqueciendo el currículo para todo el alumnado [Enriching the curriculum for all students].
Notice bibliographique
Résumé
What importance does the develop- ment of talent have? Can it, in fact, be handled? What is the biggest challenge for a teacher? Can the current teaching model be improved? These questions and many others will occur to anyone interested in the educational world or immersed in it. Enriching the curriculum for all students, by Joseph S. Renzulli and Sally Reis, allows the reader not only to answer each of these questions in depth, but also to discover a whole model for enriching students that opens up horizons for a world of educational possibilities that make it possible to achieve the aim of education and of educational activity: giving each student what he or she needs for optimal learning. Through in-depth knowledge of the strengths of the students, the SEM model (Schoolwide Enrichment Model) offers them the chance to acquire new knowledge and abilities that complete their education and enable them to rediscover the excitement of learning. , Joseph S. Renzulli, a professor at the University of Connecticut and the director of the National Research Center on the Gifted and Talented, has spent several decades working on studying and developing talent. His numerous publications include books such as Light up your child’s mind: Finding a unique pathway to happiness and success and articles like «What makes giftedness?», published in 1978. His most noteworthy honours include being named Board of Trustees Distinguished Professor at the University of Connecticut and being awarded an honorary doctorate in Law by McGill University, Montreal. One of his major achievements is the creation of the Confratute programme for teaching development and talent, of which Sally Reis is the co-director. Sally M. Reis, who is Vice Provost for Academic Affairs and a professor at the University of Connecticut also works as a researcher at the National Research Center on the Gifted and Talented. She has written over 140 articles, 11 books, and 50 book chapters. Her research focusses on special groups of gifted and talented students. She is also on the editorial board of Gifted child quarterly, and has been the president of the National Association for Gifted Children (NAGC). She has also been awarded the title Distinguished Scholar of the National Association for Gifted Children, and, like Renzulli, she has been named a Board of Trustees Distinguished Professor by the University of Connecticut. , This book is a work that is highly recommended for any educator.
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 | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,008 | 0,003 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,191 | 0,095 |
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 ».