Bibliographic record
Abstract
AbstractIn the mid-1930s, in the midst of economic depression, social turmoil and political upheaval,the province of Alberta introduced an innovative progressive school curriculum, consistingof the “enterprise” approach and the replacement of history courses with Social Studies.Historians who have examined this revision, like Robert Patterson, assert that the curriculumwas never seriously implemented, particularly in the rural schools of the province. They arguethat young and inexperienced teachers with few teaching resources were simply not up to thetask of putting the child-centred, project-based program into effect. This paper argues thatrural teachers, not inhibited by many elements of what Tyack and Cuban call “the grammarof schooling,” were actually well placed to implement hands-on, subject-integrated andstudent-directed learning activities. An examination of a range of primary source material, includingteacher memoirs, newspaper accounts and Department of Education correspondence,indicates that rural teachers, though they faced considerable challenges in fully implementingprogressive curriculum reforms, adopted and adapted teaching practices they saw as relevantand useful for the students in their classrooms.RésuméAu milieu des années 1930, dans un contexte de crise économique, d’agitation sociale et debouleversement politique, la province d’Alberta introduisit un programme d’études progressisteet innovateur, caractérisé par l’approche « entreprenariale » et le remplacement des coursd’histoire par les sciences sociales. Des historiens qui ont étudié ce changement, comme RobertPatterson, maintiennent que le programme d’études n’a jamais été véritablement mis en oeuvre,particulièrement dans les écoles rurales de la province. Ils affirment que de jeunes enseignantsinexpérimentés, travaillant avec peu de ressources pédagogiques, n’étaient tout simplement pasen mesure d’appliquer le programme orienté vers des projets centrés sur l’enfant. Cet articlesoutient que les enseignants des écoles rurales n’étaient pas limités par plusieurs éléments dece que Tyack et Cuban appellent « la grammaire de l’enseignement », mais qu’ils étaient plutôtbien placés pour mettre en pratique la transmission des savoirs basée sur l’intégration des matièreset l’apprentissage individuel. Notre étude d’un corpus de sources primaires comprenantles mémoires d’enseignants, des journaux et la correspondance du Département de l’éducationrévèle que les instituteurs ruraux, bien qu’ils aient affronté des défis importants dans la miseen oeuvre des réformes, ont su adopter et adapter dans leurs classes les pratiques pédagogiquesqu’ils trouvaient pertinentes et utiles pour leurs élèves.
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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 | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.003 |
| Scholarly communication | 0.003 | 0.000 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 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".