Bibliographic record
Abstract
Education without borders is divided into two sections relating to the International Baccalaureate (IB) over a forty-year-period. The first is a comparative study of the IB Diploma in Australia and Canada. Drawing heavily on the work of Bourdieu, it argues that the IB has become a provider of global cultural capital. It argues that students adopt the IB as much for the cultural capital they acquire as for its use as an entry point qualification to the worlds' most prestigious tertiary institutions. The second section draws on an innovative study on three primary schools in Montreal adopting the IB Primary Years Programme (PYP). This book allows an opportunity for critical reflection on what constitutes an international curriculum and how various schools in Canada and Australia have used this curriculum. It assesses the potential significance of this curriculum model for all schools. Bagnall's innovative research shows how important the choice of curriculum is to all players in the education game. As Bourdieu (1993,p. 5) notes, ... a feel for the game ... is not always ... obedience to rules. The book will appeal to parents, teachers, researchers and students alike.
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 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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; both teacher heads agree on what is shown here.
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".