Research Activities of the Canadian Standing Committee on Environmental and Sustainability Education in Teacher Education.
Bibliographic record
Abstract
Research activities of the Canadian Environmental and Sustainability Education in Teacher Education Standing Committee are the focus of this paper. A history of the Standing Committee’s research activities, a comparison of Canadian with international approaches to ESE-TE research, the identification and prioritizing of a future Canadian ESE-TE research agenda, and a model for developing a research agenda amongst Canadian ESE-TE stakeholders comprise the work. A future research agenda may consist of re-defining ESE; conducting a literature review of Canadian and international ESE-TE research; and reviewing Canadian and international ESE-TE research topics, including: connections between the social and the ecological; teacher ‘identity’ and ‘agency’; urban, digital, interdisciplinary, community-based, and marginalized ESE; teaching/student learning and belief systems; and limitations and challenges in applying research to practice. Key words: Canadian, environmental and sustainability education, teacher education, research, Standing committee on ESE-TE.
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 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 | 0.067 | 0.076 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.009 | 0.011 |
| Science and technology studies | 0.015 | 0.006 |
| Scholarly communication | 0.010 | 0.003 |
| Open science | 0.005 | 0.006 |
| Research integrity | 0.007 | 0.008 |
| Insufficient payload (model declined to judge) | 0.014 | 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".