Bibliographic record
Abstract
It was Flaubert who famously wrote that travel makes you modest because it reveals what a tiny place you occupy in the world (Flaubert, 1849(Flaubert, /1996)).I am writing this editorial from a London hotel room while on a study tour of Church of England schools.After five years of living in Canada I returned as a visitor to the United Kingdom.I feel very grateful that travel has opened up my horizons and very humbled by all that has developed in the church school sector since I left the shores of the UK.The tour was arranged by the National Society in tandem with their national leadership conference in February at which they launched their new leadership framework, Called, Connected and Committed, written by Dr David Ford and Andy Wolf.Flaubert was undoubtedly correct that the experience of travel puts things into useful perspective.It can offer a unique vantage point from which to look at what is held in common in human experience and what is different.On the study tour I was part of a group of international Christian K-12 educators; similarly, the research in this journal brings perspectives from across the Christian education world into dialogue.I hope in this editorial to briefly consider what we hold in common across our particular contexts and to think about how our differences hold out reciprocal challenges.My thanks in particular go to Justin Cook, Director of Learning at Edvance Christian School Association in Ontario, for gifting us with this framework of confirmation and challenge for reflection on our tour and allowing me to use it here.One of the things that has forcibly struck me in the past few years is a greater convergence of language across systems of K-12 Christian education worldwide.In 2009, Trevor Cooling and I wrote that head teachers in English church schools and across the international context lacked a shared language for talking about spiritual formation, Christian curriculum or mission (Green and Cooling, 2009).
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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 | 0.019 | 0.037 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.025 | 0.017 |
| Scholarly communication | 0.012 | 0.012 |
| Open science | 0.002 | 0.021 |
| Research integrity | 0.007 | 0.019 |
| Insufficient payload (model declined to judge) | 0.012 | 0.003 |
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".