La place des écoles alternatives dans les commissions scolaires québécoises: perceptions des groupes fondateurs quant aux facteurs de résistances et facteurs favorisants rencontrés
Bibliographic record
Abstract
Résumé Cette contribution présente la problématique, le cadre théorique et méthodologique d’un projet de maîtrise en cours. Ce projet s’intéresse aux facteurs qui influencent l’ouverture d’une école publique alternative au Québec du point de vue des groupes de parents qui œuvrent à leur ouverture. Les niveaux de résistance institutionnelle au changement selon Bareil (2004) et les facteurs favorisants l’innovation sociale selon la théorie de la gouvernance réflexive (Maesschalck, 2001; Brabant, 2009) constituent les bases théoriques choisies pour répondre à la question générale « Quelles sont les perceptions des parents œuvrant à l’ouverture d’une école publique alternative quant aux facteurs qui favorisent ou contraignent leur ouverture? ».Abstract This contribution provides a theoretical framework and methodology for a research project focused on the various factors that influence the opening of an alternative public school in Quebec from the perspective of parents' groups working to open them. We will present the levels of institutional resistance to change according to Bareil (2004) and the factors that promote and support social innovation according to the reflexive governance theory (Maesschalck, 2001; Brabant, 2009). This research project will pursue the following thematic question "What are the perceptions of parents pursuing the opening of an alternative public school concerning factors that promote or constrain their opening?"
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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 | 0.004 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.007 | 0.006 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 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".