Bibliographic record
Abstract
Over the past four decades, the reigning paradigm among history educators has tacitly ignored the concept of place in its emphasis on helping students “do history.” In practice, the slogan has included a range of activities, from skillful cognitive explorations of what it means to think and read and write “like a historian” to document-based questions on advanced placement history exams to simply giving students photocopies of “primary sources.” In recent years, the discussion has included an exploration of the concept of “signature pedagogy.” Drawing on his work with the Carnegie Foundation for the Advancement of Teaching, Lee Shulman observed that some professions employ discipline-specific pedagogies to train future practitioners in the knowledge, values, and worldview of the profession—law students debate practice cases, medical students conduct clinical rounds, and seminary students follow a routine of prayer and sermons. Shulman contrasted discipline-specific pedagogy with the apparent default pedagogy of arts and science education grounded in textbooks and lectures and he called for the creation of signature pedagogies rooted in the theory and practice of individual disciplines.1
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 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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.010 |
| Scholarly communication | 0.014 | 0.009 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.004 | 0.007 |
| Insufficient payload (model declined to judge) | 0.024 | 0.005 |
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".