PUBLIC EDUCATION AND INDEPENDENCE IN SPANISH AMERICA AND BRAZIL: LANCASTERIANAS EXPERIENCES IN THE NINETEENTH CENTURY
Bibliographic record
Abstract
Monitoring or Lancaster s method and its wide spread are very attached to the need of educating through all social classes, illustration movement battle and becoming practical at least in the role of making public education systems of 19th century more practical. Elementary school education became an issue in the new nations after the independece process of Spanish and Portuguese colonies. Bell and Lancaster s method was adopted in several countries such as: Cuba, Puerto Rico, Guatemala, Mexico, Uruguay, Argentina, Chile, Peru, Bolivia, Brasil, Colombia, Venezuela, Ecuador, Paraguay. Joseph Lancaster came in different ocations to south America as invited by Simon Bolivar, Lancaster launched his method and created shools in these jurneys. He also promised travelling to the US and Canada. This paper analyses spread and implementation of mutual or monitorial teaching methods focusing in some countries. Studying Brasilean approach and experience, highlinting on contribution to elementary education development and spread. Adoption of Americas’ Method which was tuned with educational knowledge and models international processes in the first half of 19th Century.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.016 | 0.011 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 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 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".