"A PLACE AMONG THE FOSSILS": USING METAPHORS FROM IMAGINATIVE LITERATURE TO MANAGE CHANGE IN OUR SCHOOLS
Bibliographic record
Abstract
ABSTRACT. There is a significant focus in educational research that explores the nature of change in schools. In particular, researchers appear to be examining ways to minimize the negative aspects of change for both educators and students. One change that schools are currently struggling with is the use of technology - both in terms of the integration of technology into educational delivery systems and whether technology should have a place at all in schools. This paper explores the potential of metaphors derived from familiar imaginative literature as a means of reducing the stress associated with change, and also as a means of effectively conveying the need for change - especially with respect to the use of technology in schools. «UNE PLACE PARMI LES FOSSILES. : L'UTILISATION DE METAPHORES DANS LA LlTIERATURE IMAGINAIRE POUR MIEUX GERER LES CHANGEMENTS DANS NOS ECOLES RESUME. Maintes recherches en science de l'education traitent de la nature des changements dans nos ecoles. De facon plus precise, les chercheurs semblent vouloir etudier differents moyens de diminuer les effets negatifs du changement pour les educateurs et les eleves. L'utilisation des nouvelles technologies est un changement auquel les ecoles sont actuellement confrontees. Deux aspects sous-tendent ce changement: l'integration des technologies dans la pedagogie et la pertinence meme de la presence des nouvelles technologies dans les ecoles. Cet article traite du potentiel des metaphores, puisees dans la litterature imaginaire populaire, comme moyen pour reduire le stress cause par un changement, ainsi que comme moyen pour sensibiliser etudiants et professeurs au besoin de changement; et ce, particulierement en ce qui concerne l'utilisation des nouvelles technologies dans les ecoles.
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How this classification was reachedexpand
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 | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".