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
Traditionally, there has been a clear demarcation line between parents and schools. Parents, as the first educators of the child, took primary responsibility for the social and moral development of the child, with the school being primarily responsible for the development of academic knowledge and work-related skills. Accepting this demarcation line, parents become 'the teacher's ideal silent partner - pushing the pupil to work harder at home, while maintaining a respectful distance from the teacher and his or her expertise at school' (Hargreaves, 1999, p. 2). Yet, this silent partnership approach became increasingly untenable over the last quarter of the 20th century, as educational researchers identified the vital role of parents in schooling. For example, an Australian study, drawing on the case-studies of 61 schools, identified that partnerships between families and schools can: - improve educational outcomes for students - contribute to the building of social capital in the community - positively alter school culture - simulate self-growth among parents - enhance the professional rewards for principals and school staff. (Saulwick Muller Social Research, 2006, p. 14)
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.003 |
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