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
The relative pedagogical ineffectiveness of repetition to remedy academic difficulties during compulsory schooling has already been demonstrated. There have been movements against non-repetition for about fifteen years in France, Canada (Quebec), Switzerland, in the canton of Geneva, and in Francophone Belgium. This paper focuses on the resistance they have met. It presents a case from a reform of early high school education in Francophone Belgium that is typical of the gap between objectives and achievements, in terms of the fight against repetition. The relative failure of this reform shows how much teachers remain attached to repetition. Its author refuses to reduce this attachment to a conservative or irrational reaction on the part teachers and argues that the legitimacy of repetition in their eyes relates to the latent functions it fulfills within the school system (regulation of the school order, professional autonomy, position of schools, and management of heterogeneity). Finally, he underlines how important it is to construct conditions favorable to change in education, which implies a pragmatic understanding of reality as experienced by actors on the ground and taking account of the institutional obstacles to change.
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 | 0.003 |
| 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 | 0.000 | 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