An introductory reader to the writings of Jim Cummins
Bibliographic record
Abstract
Section I The 1970s: (1973) a theoretical perspective on the relationship between bilingualism and thought (1976) the influence of bilingualism on cognitive growth (1978) programmes - the Irish experience linguistic interdependence and the educational development of bilingual children (1979, 1983) research findings from French programs across Canada. Section II The 1980s: (1980) the entry and exit fallacy in bilingual education (1982) tests, achievement, and bilingual students (1984) learning difficulties in immersion programmes (1986) empowering minority students - a framework for intervention (1986) psychological assessment of minority students (1988) from the inner city to the global village - the microcomputer as a catalyst for collaborative learning and cultural interchange (1988) from multicultural to anti-racist education (1988) the role of use of educational theory in formulating language policy. Section III The 1990s: (1992) heritage language teaching in Canadian schools (1992) empowerment through biliteracy (1996) multicultural education and technology - promise and pitfalls (1996) Babel babble - refraiming the discourse of diversity (1997) cultural and linguistic diversity in education - a mainstream issue? (1999) alternative paradigms in bilingual education research.
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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 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.005 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.054 | 0.035 |
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".