Evolução do modo de regulação escolar e reestruturação da função de diretor de escola The evolution of the way of the school regulation and reestruction of the principle's function
Bibliographic record
Abstract
ESUMONos dez ultimos anos, os sistemas educacionais de todas as provincias do Canadasofreram transformacoes importantes no que diz respeito ao seu modo de regulacao, oque repercutiu nas condicoes e no teor do trabalho dos atores escolares. Nosso artigopropoe-se a estudar os efeitos dessas transformacoes sobre o trabalho dos diretores deescola. Como eles as percebem? Como vivem, concebem e exercem hoje a sua funcao?Tentaremos responder a essas perguntas com base nos resultados de uma pesquisarealizada em 2005, por meio de questionarios, junto a 2.144 diretores de escolas primariase secundarias de todo o Canada. A pesquisa revela notadamente que a maioria dos diretorestem uma visao relativamente matizada em relacao aos impactos das transformacoesescolares, mostrando ao mesmo tempo que seu trabalho envolve o exercicio de grandenumero de responsabilidades e parece proporcionar-lhes satisfacao profissional no tocantea varios aspectos.Palavras-chavee: Diretor de Escola; Concepcoes do Trabalho; TransformacoesEscolares
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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 | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.007 | 0.035 |
| Scholarly communication | 0.012 | 0.004 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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".