Recherche, politique et pratiques en éducation : services rendus et questions posées d’un univers à l’autre /2
Bibliographic record
Abstract
À l’occasion de son 200e numéro, la Revue française de pédagogie, revue généraliste de recherche en éducation de référence dans le monde francophone, a souhaité renouer avec l’une des interrogations fondamentales qui la caractérisent depuis sa création en 1967 : celle des rapports entre recherche, politique, administration et pratique professionnelle en éducation. Fondés sur un appel à contributions inédit, ces numéros (200 et 201) ont la particularité de ne pas regrouper uniquement des articles émanant de chercheurs, mais de croiser ceux-ci avec des contributions d’acteurs aux profils divers. Les analyses présentées permettent ainsi de couvrir une grande diversité de situations nationales et institutionnelles, notamment : rôle et fonctionnement de différents « Conseils supérieurs » en France ou au Québec, débats et controverses médiatiques et scientifiques à propos d’une loi sur « l’école inclusive » en République tchèque, construction de séquences didactiques fondées sur la recherche au Mexique, accompagnement d’établissements scolaires par la recherche dans le canton de Vaud en Suisse ou encore place de la recherche dans des revues d’interface. Deux axes majeurs structurent ces numéros : l’étude de divers espaces, supports ou acteurs assurant une fonction de médiation entre les univers étudiés ; l’analyse de la place et des transformations de la recherche en contexte non strictement académique (situations d’expertise ou de formation par exemple). En cela, les numéros 200 et 201 apportent une contribution fondamentale aux nombreux questionnements actuels sur les rôles et la structuration de la recherche en éducation dans une société dite de la connaissance. For its 200th issue, the Revue française de pédagogie, a generalist journal of research in education and one of the leading publication on the subject in the French-speaking world, decided to take a fresh look at one the fundamental questions which have defined it since it was first published in 1967: the relationship between academic research, politics, administration and professional practice in education. Based on a new call for papers, this issues (200 and 201) consist of articles by scholars and contributions from stakeholders from a range of backgrounds (experts, policy makers, activists etc.). The articles cover a wide variety of domestic and institutional situations including: the role and functioning of “High Councils” for education in France and Quebec; media and academic debate and controversy surrounding an "inclusive education" law in the Czech Republic; the design of teaching sequences in Mexico; research-based support for schools in the Swiss canton of Vaud; or the place of research in some professional journals which interface with the academic world. Two main themes run through this issuess: the study of various spaces, resources or stakeholders which perform a mediating role between academic research and other areas, and the analysis of the place of and changes in research in a non-academic context (expertise or training situations, for instance). In this regard, this issues 200 and 201 make a significant contribution to the many current studies on the role of academic research and how it is organised in a so-called knowledge society.
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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 | 0.010 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.003 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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; both teacher heads agree on what is shown here.
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".