Conceptualizing the Process of Education Reform from an International Perspective.
Bibliographic record
Abstract
This paper, which is part of a larger comparative project, outlines a conceptual framework for studying large-scale education reform across political jurisdictions. A great deal of comparative work on education reform is now being done, but this work often lacks a clearly articulated conceptual frame. This paper, based on studies of change in five jurisdictions in four countries--Canada, United States, England, New Zealand--develops a model of reform based on four interactive elements: origins (where particular reform proposals came from), adoption (how policies that are finally adopted or made into law differ from the one originally proposed), implementation (the model of implementation used by governments to move their reforms into practice), and outcomes (the available evidence as to the effects of reforms). Within each of these elements, questions and concepts from the relevant literature are developed with the intent of building a more comprehensive approach to the analysis of reform from political, organizational, and educational perspectives. (Contains 41 references.) (Author/DFR) Reproductions supplied by EDRS are the best that can be made from the original document. Conceptualizing the Process of Education Reform From An International Perspective Paper presented to the American Educational Research Association New Orleans April, 2000 U.S. DEPARTMENT OF EDUCATION of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) VI-his document has been reproduced as received f om the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of document official 0 view or opinions stated in this do not necessarily represent ERI position or policy. PERMISSION TO REPRODUCE AND DISSEM BEEN GRANTED BY Benjamin Levin, Ph.D. Deputy Minister Manitoba Education and Training 162 Legislative Building Winnipeg, Manitoba, R3C OV8 Ph: 204/945-3752 Fax: 204/945-8330 E-mail: blevin@leg.gov.mb.ca
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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 | 0.010 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.005 | 0.005 |
| Science and technology studies | 0.003 | 0.027 |
| Scholarly communication | 0.011 | 0.019 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.004 | 0.006 |
| Insufficient payload (model declined to judge) | 0.006 | 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".