Changing Conceptions of the International Classroom and the Good Student?
Bibliographic record
Abstract
<p align="LEFT">The changing conception of international education and the instructors’ perception of the’ good student’ is the focus of this study. Differing teaching philosophies and pedagogies in diverse cultures mean different conceptions of the important qualities and appropriate behaviour of students. As the flow of migrating students increases globally, the classrooms become increasingly intercultural, students bring disparate competences and educational values with them, and traditional views on good teaching and good students are no longer ‘givens’.</p><p align="LEFT">When international students fill classrooms in countries far from their own, they risk not having their abilities perceived as being as valuable as those of home students. In the Nordic and Anglophone countries, there is a wellestablished credo of the ‘good student’ as independent and self-motivated – a belief usually ascribed to Western philosophies and traditions hailing back to Humboldt and his ideas of autonomy, freedom, and critical thinking. By contrast, many Asian cultures purportedly honour and respect the instructor’s opinion and established knowledge above the student’s. This study investigates the attitudes of instructors in Canada and Denmark towards these cultural perceptions through the lens of changes in internationalisation over time and space.</p><p align="LEFT">This study argues that, as a first step, instructors should become better grounded in and more explicit about their own traditions and cultural philosophies, so that they can build upon them for international teaching and learning. On the basis of responses from Canadian and Danish scholars, we aim to explore avenues towards a flexible, dynamic, and transnational conception of the good student.</p>
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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 | 0.001 | 0.000 |
| 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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".