Notice bibliographique
Résumé
Volume 70, Number 1 marks a significant milestone in the existence of the Alberta Journal of Educational Research (AJER)-its 70 th anniversary.During its 70-year history, AJER has faced and overcome challenges, has evolved, and has served as an outstanding vehicle for scholarly research dissemination.When the Alberta Journal of Educational Research came into being, "the vision for educational research in Canada was fresh and exciting" (Hersom, 1980, p. 272).As the oldest active educational journal in Canada and a journal that is not funded through membership dues in a professional/educational organization, AJER has proven its vitality, not just resilience, and has gained its rightful place in the international educational research scene.It is now attracting around 200 submissions a year, representing close to 500 researchers from 40 countries.It is with a distinct sense of honor and a responsibility to the educational research communities worldwide that we, the Editors of the Alberta Journal of Educational Research who have served in this role, celebrate the journal's 70 th anniversary.The current Editor-in-Chief, Dr. Anna Kirova invited all the past Editors whom she could reach to reflect on the development of the journal, as well as their respective roles in it.The five past Editors welcomed the opportunity to do so and submitted their written reflections, which are included in this Editorial.Based on the overall tone and content of the submitted reflections, it appears that we as editors all share Dr. Naomi Hersom's (1980) assessment of the journal's impact on the occasion of AJER's 25 th anniversary, and believe that it holds to this date: "While its editorial policies have developed and changed somewhat, the overall goal of presenting ideas that represent the best in all aspects of educational research has not" (p.263).We also believe that, collectively, we have made our (however modest) contributions to establishing AJER as "a sort of weathercock for directions in the developments taking place in educational research taking place in North America" (Hersom, 1980, p. 268), have continued the tradition of the journal's first 25 years of positioning itself as a place to publish "state of the art in Canadian research on teaching and teacher education" (Hersom, 1980, p. 168), and have expanded considerably its tradition to publish top quality research conducted in over 40 countries.One cannot help but feel a sense of appreciation and deep respect for Drs.Herbert T. Coutts' and George Murray Dunlop's vision for AJER's role in establishing the place of research as a core activity of the Faculty of Education, alongside teaching, in the mid-1950s.Put in the institutional
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 | 0,019 | 0,057 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,001 |
| Bibliométrie | 0,005 | 0,003 |
| Études des sciences et des technologies | 0,010 | 0,005 |
| Communication savante | 0,030 | 0,018 |
| Science ouverte | 0,003 | 0,007 |
| Intégrité de la recherche | 0,011 | 0,013 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,084 | 0,098 |
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 ».