Public Authority and Village Reconstruction: The Case of Basic Education in India
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
Some of the writings in the growing literature on the role of education in modernization have dealt with attempts to modify a part or the whole of an educational system. When such attempts for reform have failed (which have happened too often) 1, the profered explanations for the failure have been depressingly similar: there was confusion among administrators and teachers about the objectives of the reform, financial support for the reform program was grossly inadequate, there were not sufficient numbers of truly dedicated and properly trained teachers etc. Often, the crucial weakness of these explanations has been that they did not answer the question: in a given case which explanations were more fundamental than others in explaining a failure? Unless case studies of the failure (or the success) of reform attempts in education differentiate between the more significant from the less significant causes, our understanding of the relationship of educational change to other social, political and economic changes will remain at a descriptive level.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| 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