Bibliographic record
Abstract
Emergence, Change and Things to ComeI have learned, and continue to learn, that the world is not a static place."Things" change and emerge with the passing of time.Of course, this journal should be no different from anything else around us.I am reminded also of the notion that the world is an interesting mix of islands of chaos in order and order in chaos.Change and emergence may not be looked upon with much fondness or delight.Change and emergence will happen whether we wish it to or not.And, we are also always changing.First, late last summer the previous Editor, Norman Diffey, retired.Dr. Diffey was not the only one to step down, but Larry Glassford and Sheila Windle, Book Review Editor and Editorial Assistant respectively, also stepped aside after several years of commitment to the journal to create room for a new Editorial team.Like Mother Nature who abhors a vacuum, I was quite fortunate to find Geraldine Balzer and Marica Potrebic ready and willing to "rush in" to fill the "gaps" as Book Review Editor and Editorial Assistant.Somehow, changes like this seem to work themselves out quite nicely.I am rather pleased to be able to work with these two remarkable people.In his final comments in the last issue, Dr. Diffey mentioned that I had a "number of exciting ideas for the journal's future."Indeed.December 2006 saw the launch of the journal into the World Wide Web.In addition to the print version of the journal, JTL can now enjoy an even greater visibility and readership "out there" where individuals may take pleasure in knowing that they may access the journal more easily as contributors and readers.To find us on the web, the simple act of turning to your own computer browser and going to www.uwindsor.ca/jtlwill suffice.The journal is built upon an open source platform and is free to all who are willing to create a quick profile to register for the journal.This second issue of volume 4, as you might expect, features a diverse collection of contributions to the field of education and the journal.As is our desire, we have seen to publish pieces by graduate students, and emerging and establish scholars in this journal issue.Paul Berger's piece on Qallunaat teachers in Nunavut opens our eyes to the challenges and difficulties of being an "outsider" in the educational context of the Nunavut and continuing colonization that renders the act of truly caring almost impossible.In terms of "global education," Michael O'Sullivan and Diane Vetter describe work in a small Ontario elementary school where the staff brought this perspective into the entire K to 8 curriculum.Funmi Amobi, a teacher educator at Arizona State University, examines the use of structured debate as a means to elicit critical insight into the meaning and nature of educational issues from novice teachers.In terms of research in the junior high classroom, Deanna McLennan and Kara Smith examine and present the use of sociodramatic activities as a means to encourage positive behaviour in at-risk students.In this issue, as well, we publish two book reviews.Finney Cherian offers us a
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 | 0.008 | 0.054 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.002 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.004 | 0.001 |
| Research integrity | 0.018 | 0.017 |
| Insufficient payload (model declined to judge) | 0.050 | 0.040 |
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".