Bibliographic record
Abstract
I present autobiographical writing and photographic imaging, an arts ‐ based research methodology, to understand my personal knowledge as a means to understand my professional knowledge. Using my passions for writing and photography, I explore the conflicts, opportunities, and purposes of using a visual form of arts ‐ based narrative inquiry from a postmodern perspective. I demonstrate that the relationship between arts ‐ based narrative inquiry and educator/researcher reflexivity and transformation allows educators to focus their passions towards a greater understanding of what it means to teach. Keywords: arts ‐ based research; narrative research; personal, professional knowledge development L’auteure presente une methode de recherche axee sur les arts, laquelle fait appel a des ecrits autobiographiques et a des photographies, autant de facons pour elle de pencher sur ses connaissances personnelles afin de comprendre ses connaissances professionnelles. Passionnee d’ecriture et de photographie, l’auteure explore les conflits, les occasions et les buts lies a l’utilisation d’une forme visuelle de recherche narrative dans une perspective postmoderne. Elle demontre comment la relation entre la recherche narrative, la reflexion et la transformation de l’enseignant/chercheur permet aux educateurs d’orienter leurs passions vers une meilleure comprehension du sens a donner a l’enseignement. Mots cles : recherche axee sur les arts, recherche narrative, approfondissement des connaissances personnelles et professionnelles.
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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".