What counts as educational success in rural communities: The case of Tasmania
Bibliographic record
Abstract
Until 2015, Tasmania retained a system of senior secondary education (years 11 and 12) that is largely separate from the comprehensive high school model, which is normal in all other Australian states. Unlike other Australian states, secondary education in Tasmanian government schools has been divided into Years 7 – 10 in high schools and Year 11 and 12 in colleges. As is the case in many rural communities in Canada, problems of educational inclusion take on a particular caste in the context of Tasmania with its highly dispersed population, traditions of primary and secondary industry employment, and its particular approach to the delivery of educational services across geographic and social space. This presentation reports a three-year research initiative analyzing a state-wide project that began in 2015 to “expand” select high schools to include years 11 and 12 program offerings focussing on community perceptions of what counts as educational success for rural families and educators. We conclude that the provision of community-based access to senior secondary study in rural/regional communities is crucial to fostering educational engagement and community development.
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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 | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.016 | 0.011 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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 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".