Ajoutée, intégrée ou empêchée : quelle place pour la prise en compte de la diversité culturelle en classe ?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Ajoute, intgre ou empche : quelle place pour la prise en compte de la diversit culturelle en classe ? Formation et profession 30(1) 2022 1 sum L' objectif de cet article est de comprendre les pratiques que les enseignantes dveloppent pour rpondre l'impratif de prise en compte de l'altrit. Quatorze entretiens avec des enseignantes ont t raliss puis traits suivant la logique de l'analyse de contenu. Les rsultats montrent un croisement entre des pratiques ajoutes, intgres, mais aussi empches. L'analyse met en vidence une surreprsentation des objectifs interrelationnels par rapport au traitement d' enjeux relatifs aux injustices, et une intgration des approches interculturelles dans les pratiques enseignantes. Enfin, les rsultats mettent en vidence le besoin de formation des enseignants dans le domaine des approches interculturelles.
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.
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 | 0.008 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 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 it