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Record W2078915718 · doi:10.1177/026565900101700302

Teacher/therapist collaboration policy: an analysis

2001· article· en· W2078915718 on OpenAlexaff
Joan Forbes

Bibliographic record

VenueChild Language Teaching and Therapy · 2001
Typearticle
Languageen
FieldSocial Sciences
TopicInnovative Education and Learning Practices
Canadian institutionsNorthern College
Fundersnot available
KeywordsSet (abstract data type)Government (linguistics)Policy analysisPublic relationsPsychologyPublic policySociologyPolitical sciencePublic administrationComputer scienceLawLinguistics

Abstract

fetched live from OpenAlex

This paper addresses and analyses changing notions of professionalism arising from recent Scottish policy documents. Attention is given to the concepts of ‘policy’ and ‘professional’. It is argued that the effects of statements in the documents are differentiated and should be set within a complex model of the interplay of the individual professional’s responses with government policy. It is suggested that individual practitioners should seek to make personal sense of policy.

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)0.031
metaresearch head score (Gemma)0.052
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: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.034
Threshold uncertainty score0.249

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0310.052
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0010.001
Bibliometrics0.0050.007
Science and technology studies0.0060.004
Scholarly communication0.0080.006
Open science0.0020.005
Research integrity0.0030.003
Insufficient payload (model declined to judge)0.0170.001

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.

Opus teacher head0.029
GPT teacher head0.417
Teacher spread0.388 · 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

Citations10
Published2001
Admission routes1
Has abstractyes

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