Bibliographic record
Abstract
Despite the steady erosion of public confidence in schools during recent years, faith in education's efficacy remains strong. Schools are still commonly believed to be potent institutions for fostering democracy, justice, economic development, and upward social mobility. In Canada politicians and educators advocate that "career education" and going "back to basics" will help solve the problems of a slumping economy and apparently weakened social fabric. 1 Although some regard contemporary concern for restructuring schools as unprecedented, both in its dimension and vigor, this is largely due to the fact that most take schools for granted, and thus require "little or no explanation of their origin, or justification for their continuing existence." 2 The drive for social change through public education, however, has existed since the mid-nineteenth century in Canada. In British Columbia, for instance, the educational system was dramatically overhauled between 1900 and 1929, often in accordance with social reformers' suggestions. The administration grew and became more expert, teachers were better trained, the curriculum was differentiated, and vocational instruction, guidance, testing, and junior high schools were implemented. 3 This paper examines one strand of that school reform as education's societal relationships changed and adapted with the transition to a maturing urban industrial province.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.022 | 0.005 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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".