Fred Clarke and the internationalisation of studies and research in education
Bibliographic record
Abstract
Fred Clarke (1880–1952) was a key figure in the internationalisation of educational studies and research in the first half of the twentieth century. Clarke aimed to heighten the ideals and develop the practices of educational studies and research through promoting mutual influences in different countries around the world. He envisaged the Institute of Education at the University of London, England, as having a leading role, and was the director of the Institute from 1936 until 1945. His notion of internationalisation was reciprocal and transnational in nature, with aspirations for partnership within a common tradition. This built on the ideal of a “Commonwealth” that was current in the interwar years, and emphasised the affinities between the dominion nations and in particular Canada, South Africa, Australia and New Zealand. It also drew on the financial support and cultural influence of the Carnegie Corporation in New York. Two specific projects taken forward by Clarke to put these ideas into practice were his “world tour” of 1935 and his role as the “Adviser to Oversea Students” at the Institute of Education. These initiatives helped to convert strategic visions and policies into social practices, and to shape the subject of Education in higher education as a multi-disciplinary field in the generation after the Second World War.
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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 | 0.006 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.008 | 0.030 |
| Scholarly communication | 0.011 | 0.008 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.004 | 0.007 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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".