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Record W2808239428

Discourses of Teacher Professionalism: “From Within” and “From Without” or Two Sides of the Same Coin?

2018· article· en· W2808239428 on OpenAlexaffvenueabout
Pamela Osmond-Johnson

Bibliographic record

VenueCanadian Journal of Educational Administration and Policy · 2018
Typearticle
Languageen
FieldSocial Sciences
TopicTeacher Education and Leadership Studies
Canadian institutionsUniversity of Regina
Fundersnot available
KeywordsSocializationGovernment (linguistics)Power (physics)SociologyPedagogySample (material)Discourse analysisPower structureMathematics educationPublic relationsPolitical sciencePsychologySocial scienceLinguisticsEthnographyAnthropology
DOInot available

Abstract

fetched live from OpenAlex

Drawing on data from a larger doctoral study, this paper specifically explores influences on the discourses of professionalism amongst a sample of highly engaged members of the Elementary Teachers’ Federation of Ontario (ETFO). Based on the assumption that discourse takes shape within a highly politicized system of socialization where language plays a significant role in the maintenance of particular power structures and the cultures that support them (Hilferty, 2004), the case suggests that the professionalism discourses of teachers and their unions and those of government are not necessarily as mutually exclusive as they are often presented in the literature.

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 imitation

Not 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.

metaresearch head score (Codex)0.013
metaresearch head score (Gemma)0.035
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: Qualitative
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.250
Threshold uncertainty score0.497

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0130.035
Meta-epidemiology (narrow)0.0000.001
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0030.004
Science and technology studies0.0170.046
Scholarly communication0.0150.012
Open science0.0020.007
Research integrity0.0030.005
Insufficient payload (model declined to judge)0.0020.000

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.

Opus teacher head0.128
GPT teacher head0.449
Teacher spread0.321 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designQualitative
Domainnot available
GenreEmpirical

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".

Quick stats

Citations6
Published2018
Admission routes3
Has abstractyes

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Same venueCanadian Journal of Educational Administration and PolicySame topicTeacher Education and Leadership StudiesFrench-language works237,207