NON-WESTERN EDUCATIONAL TRADITIONS: INDIGENOUS APPROACHES TO EDUCATIONAL THOUGHT AND PRACTICE (3rd ed.)
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
NON-WESTERN EDUCATIONAL TRADITIONS: INDIGENOUS APPROACHES TO EDUCATIONAL THOUGHT AND PRACTICE (3rd ed.). Timothy Reagan . Mahwah, NJ: Erlbaum, 2005. Pp. xiii + 308. $36.00 paper. Within the field of applied linguistics, globalization expresses itself most clearly in two phenomena: (a) the increase of cultural and linguistic diversity in urban centers around the world and (b) the rapid spread of English as a global language fueled by the perception of many policy-makers, educators, and parents that English proficiency is a prerequisite for social and economic advancement. Both of these phenomena have increased the level of cross-cultural contact within the educational system. Teachers in Western contexts are now teaching students who come from many different cultural and educational traditions. Similarly, as countries around the world compete to promote English proficiency, teachers and students in these countries are increasingly coming into contact with the cultural traditions and educational assumptions embodied in English language curricula and personified in teachers who come from English-speaking countries.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
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