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Record W1765395338 · doi:10.7202/029703ar

Quelles pratiques privilégier dans les classes à années multiples?

2009· article· fr· W1765395338 on OpenAlexaffvenueabout
Diane Lataille-Démoré

Bibliographic record

VenueMcGill Journal of Education / Revue des sciences de l éducation de McGill · 2009
Typearticle
Languagefr
FieldArts and Humanities
TopicEducation Practices and Challenges
Canadian institutionsLaurentian University
Fundersnot available
KeywordsHumanitiesPolitical scienceArt

Abstract

fetched live from OpenAlex

Tant à l’échelle planétaire que locale, la pérennité des classes à années multiples ne fait plus aucun doute. Et quoique les défis inhérents à ce type de classe soient bien documentés, les recherches et les initiatives visant à faciliter la tâche des enseignants de ces classes demeurent rares et fragmentées. Ce texte présente une initiative d’appui auprès d’enseignants de classes à années multiples en Ontario français dans le domaine des pratiques pédagogiques, les recherches à l’échelle mondiale qui ont inspiré cette initiative ainsi que les conclusions qui en découlent.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame machine prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.005
metaresearch head score (Gemma)0.011
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: Qualitative
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.422
Threshold uncertainty score0.839

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0050.011
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0010.001
Science and technology studies0.0180.012
Scholarly communication0.0060.006
Open science0.0020.005
Research integrity0.0030.007
Insufficient payload (model declined to judge)0.0150.002

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.

Opus teacher head0.435
GPT teacher head0.435
Teacher spread0.000 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designQualitative
Domainnot available
GenreEmpirical

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".

Quick stats

Citations2
Published2009
Admission routes3
Has abstractyes

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