Bibliographic record
Abstract
Milestones and Challenges: AJER's First 50 YearsThis issue of the Alberta Journal of Educational Research marks the 50th anniversary of this journal.Fifty years is insignificant in geological time, and even when considering the lifespan of a human being, 50 represents the middle to latter portion of life.Nevertheless, for a Canadian scholarly journal that is not funded through membership dues in an educational organization, AJER's survival is remarkable.In addition, the changes that have occurred in education not only in Alberta, but in Canada and beyond during the last 50 years are equally remarkable.Although the Faculty of Education of the University of Alberta was 13 years old in 1955, it was comparatively small, and many of its faculty had been instructors in the provincial normal schools prior to their closing in 1945.The landscape of scholastic education was also in a tremendous state of flux, as the hundreds of small, rural one-room and two-room schools had been closing at a phenomenal rate.The small schools, with a single teacher responsible for teaching many grades simultaneously, were replaced by large centralized schools, usually located in towns and cities.Changes were also occurring in teacher preparation and related research.Whereas the tradition in normal schools had largely been the craft of teaching, the role of education in the university was much more than either preparing teachers in the manner of a trades apprentice or adopting innovations developed elsewhere.It was expected that in faculties of education all aspects of education would be examined, questioned, and researched, and that the findings of such research would not only inform practice, but would also advance knowledge.Indeed, in the University of Alberta's Faculty of Education, research was considered to be on a par with teaching.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.009 | 0.046 |
| Meta-epidemiology (narrow) | 0.004 | 0.001 |
| Meta-epidemiology (broad) | 0.004 | 0.003 |
| Bibliometrics | 0.004 | 0.002 |
| Science and technology studies | 0.005 | 0.004 |
| Scholarly communication | 0.013 | 0.006 |
| Open science | 0.004 | 0.002 |
| Research integrity | 0.016 | 0.023 |
| Insufficient payload (model declined to judge) | 0.019 | 0.014 |
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".