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
School psychology, the professional application of psychology to education environments and programs, has evolved during the last hundred years to become a critically valuable source of support for the learning and development of children and youth throughout the world. This review of The Handbook of International School Psychology found it to be the best available source for understanding the profession's history of development, nature, present status characteristics and the challenges and potentials for its future internationally and for the diverse sample of 43 countries included for specific attention. The book's editor-authors and country chapter authors have produced quite interesting and useful material in a highly readable form. The review gives the future of the profession and its yet un-reached potential particular attention, noting constraints limiting the profession's practices and contributions such as traditionally heavy emphasis on the provision of assessment and preventive/ corrective interventions focused on problems in learning and students with disabilities, oversight and control by non-psychologists and narrowly dedicated funding. Suggestions are made for a more expansive future of contributions by clarifying the professions' purposes, broadening the meaning of special needs, employing an assets model, bringing interventions to the foreground, shifting to a stronger internal locus of control and drafting a new social contract with communities emphasizing promotion of the full healthy development of all children and youth. Recommendations are also made for transforming the Handbook into a living internet process of information provision, discourse on issues, consensus development, resource support and guidance for the profession
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.030 | 0.004 |
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