Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The basic idea of dramatic education is that the child learns about himself/herself and the world around him/her from his/her experience of "role-taking"; dramatic activity is an effective and natural method of learning.Drama functions through improvisation and dramatic activities.From the first decades of the twentieth century, dramatic education has become increasingly widespread especially in Great Britain and America.At the same time, while drama has been growing steadily, different approaches, techniques and activities have been adopted in its use.Meanwhile some other countries, especially Canada and Australia produced their pioneers, who began to adapt the methods to their situation.In this article it is tried to clarify these methods briefly and to do so essentially in a chronological order reflecting the ways in which dramatic education has developed historically.In the second part of the article, the two major approaches in Dramatic Education -drama as an art form and drama as a teaching tool -are tried to be examined through the investigation of the two pioneers ' -Peter Slade and Dorothy Heathcotemethods.
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.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.047 | 0.008 |
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 it