Bibliographic record
Abstract
De nombreux acteurs dans le domaine de l’éducation insistent sur l’importance que les directions d’établissement doivent accorder à l’encadrement de l’activité pédagogique. Dans cette perspective, ce chapitre examine l’allocation du temps de travail et la fréquence des interventions des directions par rapport à la gestion éducative et à la gestion administrative de leur établissement. Les données proviennent d’une enquête menée auprès de 138 directions et 421 enseignantes et enseignants dans des écoles primaires du Québec. Les directions rapportent avoir consacré autant de temps à la gestion administrative qu’à la gestion éducative de leur établissement. Par rapport à cinq domaines de la gestion éducative, les directions interviennent plus dans les domaines visant à assurer la collaboration des parents et le soutien aux élèves à risque que dans ceux liés à la supervision des enseignants et au rendement des élèves. Cette analyse fournit des éléments de discussion sur l’engagement des directions dans la gestion éducative de leur établissement.
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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.006 | 0.008 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.036 | 0.008 |
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".