Emergent Paradigm: Critical Realism and Transformative Research in Educational Administration
Bibliographic record
Abstract
ABSTRACT. This paper explores the prospects of using critical realism as a guid-ing philosophy for critical inquiry in the field of educational administration. A relatively recent philosophy in the social sciences, critical realism offers an alternative framework for researchers engaged in empirical work that is aimed at transforming undesirable social realities. As a philosophical framework, critical realism recognizes the importance of agency in research and sees social transformation as an essential outcome of research in the human sciences. LE PARADIGME EMERGEANT: RÉALISME CRITIQUE ET RECHERCHES TRANSFORMATIVES EN ADMINISTRATION SCOLAIRE. RÉSUMÉ. Ce document explore les possibilités de l’utilisation du réalisme critique comme une philosophie conductrice pour une interrogation critique dans le secteur de l’administration en éducation. Une philosophie récente en science sociale, le réalisme critique offre une alternative de démarche de travail pour des chercheurs engagés dans un travail empirique qui est destiné à transformer des réalités sociales indésirables. Comme démarche philoso-
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.022 | 0.018 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.002 |
| Science and technology studies | 0.005 | 0.061 |
| Scholarly communication | 0.011 | 0.014 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.004 | 0.007 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".