Connecting “The Roots of Society” with Conceptions of Citizenship through Time
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
This article examines the connections between the development of citizenship education in Saskatchewan and representations of the theme “roots of society” presented in the grade 9 Social Studies curriculum guides used in the province between 1971 and the present. The paper explores this connection by examining the development of the theme “roots of society” and the development of conceptions of citizenship. Conclusions concerning the characterization of citizenship in the curriculum guides were achieved through the implementation of key word frequency analysis. The key word frequency analysis served as the frame to identify and elucidate the representation of citizenship within the 9 Social Studies documents from 1971, 1991, 1999, and 2008. The examination of these curriculum documents revealed that developments in the conception and orientation of the “roots of society” are reflective of changes and developments concerning notions of citizenship. The development of the “roots of society” and conceptions of citizenship education both follow a path from traditional/essentialist representations to critical social justice oriented models.
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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 | 0.006 | 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 | 0.004 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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