Students’ and Teachers’ Views on School-University Partnership in the Omani EFL Context
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Educational partnership between schools and higher education institutions has become an important tool towards enhancing students’ achievement levels in both contexts and increasing students’ college readiness level. It has also been identified as one key element of educational reform. The present paper reviews a number of models of school-university partnership from different parts of the world. It also presents the results of a study that investigated- among other things- the views of 749 school students and 68 school teachers on the topic of school-university partnership. The paper provides a summary of participants’ suggestions on how best to create better progression between EFL syllabuses in both contexts: post-basic schools and foundation programs in Omani universities, with particular reference to the teaching/learning of EFL reading and writing. Students’ suggestions have mainly focused on three themes, which were collaboration at the administrative level, the need for orientation programs and exchange visits. Teachers’ suggestions were more centered on the need for curriculum change as well as alignment in curriculum issues between the Ministry of Education and the higher education sector. The paper concludes with a number of recommendations for future practice and research.
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.
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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 it