"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 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 | 0.006 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.008 | 0.052 |
| Scholarly communication | 0.008 | 0.013 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.003 | 0.005 |
| 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".