Literacy upgrading: issues of transition for adult males in British Columbia
Bibliographic record
Abstract
This study sets out to explore the realities and dilemmas of several adult males experiencing transition from a rural setting to an urban and academic setting. Efforts to explain the origin, significance and complexities of this experience reveal much about transitions in adult education. As there is a marked absence of theoretical literature on transitions in adult education, this study integrates various theoretical conceptions. The case study approach used in this study is largely exploratory and aimed at stimulating further discussion. This study integrates theory drawn from a diverse range of literatures such as sociology, rurality, education and culture. Discussion of these theoretical contributions in combination with data drawn from the narratives of the participants reveals that transitions in adult education are not autonomous experiences. On the contrary, transitions are tied to an integrated pattern of social, cultural, political and economic institutions, structures and processes. The participants’ interactions with these institutions, structures and processes over the course of their lives reveals much about the intimate relationship between culture, power and ideology in affecting rural social and cultural conditions as well as their transitions to the urban and academic setting.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.014 | 0.003 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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".