APPROACHES TO STUDENT ENGAGEMENT: DOES IDEOLOGY MATTER?
Bibliographic record
Abstract
ABSTRACT. This paper examines the concept of "student engagement" 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. FAÇONS D'ABORDER L'ENGAGEMENT DES ÉLÈVES : L'IDÉOLOGIE COMPTE-T-ELLE ? RÉSUMÉ. Cet article analyse la notion d'"engagement des élèves" comme terme inéluctablement idéologique. Les auteurs commencent par établir la problématique des itérations politiquement neutres de l'engagement des élèves dans la documentation consacrée à l'amélioration et à l'efficacité scolaire. S'inspirant ensuite des données recueillies dans le cadre d'une étude nationale de beaucoup plus grande envergure sur l'engagement des élèves, elles proposent une analyse des sens différentiels de l'engagement des élèves dans trois optiques idéologiques: techno-nationale, interprétative/axée sur les élèves et critique/transformationnelle. Des exemples des politiques et des pratiques à l'oeuvre dans les écoles et les salles de cours illustrent les diverses optiques idéologiques et les auteurs étudient les conséquences éducatives et politiques de ces points de vue, Elles terminent leur article en affirmant que l'idéologie compte effectivement en arguant pour une pédagogique critique/transformationnelle qui offre des possibilités d'éducation 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".