Inclusion scolaire et recompositions disciplinaires
Bibliographic record
Abstract
Cet article vise à montrer dans quelle mesure la thématique de l’inclusion scolaire affecte les frontières disciplinaires et esquisse leur recomposition. Nos analyses s’appuient sur une enquête par questionnaire passée en novembre 2015 en France et au Québec auprès d’enseignants entrants dans le métier. Un des résultats de l’enquête est qu’au Québec l’inclusion scolaire participe plus largement de recompositions disciplinaires comparativement au contexte français. Qualitativement, les disciplines les plus académiques sont privilégiées sur le territoire enquêté au Québec, tandis que dans le contexte français ces recompositions sont davantage tournées vers les disciplines qui le sont le moins. Ces résultats font aussi apparaître un enjeu d’inégalités territoriales face à l’accès aux savoirs scolaires pour les publics fragiles.
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 | 0.010 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".