APPROACHES TO STUDENT ENGAGEMENT: DOES IDEOLOGY MATTER?
Bibliographic record
Abstract
ABSTRACT. This paper examines the concept of as an inescapably ideological term. The paper begins by problematizing politically neutral iterations of student engagement in the literature on school improvement and school effectiveness. Then, drawing on data collected during a much larger national study of student engagement, it provides an analysis of differential meanings of student engagement across three ideological lenses: a techno-rational, an interpretive/student-centred, and a critical transformative lens. Examples of policy and practice in action in schools and classrooms are posited as illustrative of the various ideological lenses, and educational/political consequences of such stances are explored. Culminating in an argument for a critical/transformative pedagogy as providing possibilities for a just and humane education, the paper concludes that ideology does, indeed, matter. FACONS D'ABORDER L'ENGAGEMENT DES ELEVES : L'IDEOLOGIE COMPTE-T-ELLE ? RESUME. Cet article analyse la notion d'engagement des comme terme ineluctablement ideologique. Les auteurs commencent par etablir la problematique des iterations politiquement neutres de l'engagement des eleves dans la documentation consacree a l'amelioration et a l'efficacite scolaire. S'inspirant ensuite des donnees recueillies dans le cadre d'une etude nationale de beaucoup plus grande envergure sur l'engagement des eleves, elles proposent une analyse des sens differentiels de l'engagement des eleves dans trois optiques ideologiques: techno-nationale, interpretative/axee sur les eleves et critique/transformationnelle. Des exemples des politiques et des pratiques a l'oeuvre dans les ecoles et les salles de cours illustrent les diverses optiques ideologiques et les auteurs etudient les consequences educatives et politiques de ces points de vue, Elles terminent leur article en affirmant que l'ideologie compte effectivement en arguant pour une pedagogique critique/transformationnelle qui offre des possibilites d'education juste et humaine.
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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 | 0.015 | 0.021 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.006 | 0.029 |
| Scholarly communication | 0.018 | 0.009 |
| Open science | 0.001 | 0.012 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.006 | 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".