George D. Perry, The Grand Regulator: The Miseducation of Nova Scotia’s Teachers, 1838-1997
Bibliographic record
Abstract
On 17 May 1997, the final graduating class of the Nova Scotia Teachers College in Truro accepted their diplomas, observed and supported by close to one thousand alumni.The occasion marked the end of an institution that began in November, 1855 with the opening of the Provincial Normal School, attended by 54 students.The author establishes in the Introduction his intent to tell "the story of teacher training in Nova Scotia" during that 142-year period from 1855-1997, largely as an institutional history, but "with a sharp focus on the philosophy and practice of training" (13).It must be noted at the outset that Perry is unhappy with the very idea of teacher training."Good teaching cannot be standardized," he argues in the Preface; "there can be no pedagogic routine.Teaching at its best is a highly individualized and idiosyncratic endeavour" (xv).Even worse, in his view, was the early involvement of elite government-appointed bureaucrats, supported by so-called educational experts."State-run teacher training was at its core anti-democratic" (6), Perry asserts in the Introduction.From his perspective, a small minority that had itself benefited from a classical education sought to control the outcome of the new universal education through standardized methods of instruction which would instill appropriately deferential attitudes and vocational skills in the children of the rural poor and working class.Though the teacher-training institution established in 1855 lasted for more than 140 years, it was "haunted by its origins" (277), and deserved the oblivion to which it was consigned, having contributed so centrally to the "miseducation" of Nova Scotia's teachers referred to in the book's title.Part One of the book consists of four chapters that outline the process by which the concept of teacher training took hold among political reformers in Nova Scotia,
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.013 | 0.003 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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".