Bibliographic record
Abstract
We are delighted to share with you the latest issue of Comparative and International Education.As in previous issues, we have another set of excellent articles on various comparative and international educational themes and topics, including once again an article in French.In reading over the articles, a common theme comes throughalternatives, which is refreshing in this day and age of standardization and homogenization of educational practices and approaches.To begin with, we have two articles focusing on Canadian educational contexts, although the second one engages with educational discourses in China, as well as Canada.In the first article, "Exploring the Concepts of Traditional Inuit Leadership and Effective School Leadership in Nunavut (Canada)", the authors, Jane Preston, Tim R. Claypool, William Rowluck and Brenda Green investigate the ways that a group of educators, Inuit and non-Inuit, understand traditional Inuit leadership and effective school leadership.The emphasis on an Inuit worldview that places great value on relationships and the concept of holism can be considered an alternative to other popular paradigms that positions educational leaders in managerial roles.The second article, by Roumiana Ilieva, Aojun Li and Wanjun Li, is entitled "Negotiating TESOL Discourses and EFL Teaching Contexts in China: Identities and Practices of International Graduates of a TESOL Program."In this article, the authors present the results of their study about the discourses circulating in a TESOL program in a Canadian university.Their study helps us to understand the complexities and conflicts involved with the shaping of teaching identities, in this case English as a Foreign Language teachers that occupy a "third space" between the local and the global, challenging conventional psychological models of identity as a fixed construct.The next three articles shift our attention outside of Canada, and continue with this theme of alternatives.In our French article, "Using strength in numbers to support the development of reading fluency in sub-Saharan Africa", the authors Élisabeth Boily, Chantal Ouellet and Catherine Turcotte, demonstrate how the implementation of an alternative approach to reading instruction in Burkina Faso, called "assisted repeated reading", provided students with opportunities to improve their fluency development, a significant achievement in the resource-poor, large classrooms that constitute most schools in Burkina Faso.Using students as tutors allows for individual support to each student, thus effectively "drawing strength in numbers".The next article also focuses on the challenges faced by students from low-income backgrounds.In "'Successful' Alternative Education: Still reproducing inequalities?The Case of the Community School Program in Egypt", authors Lucy El-Sherif and Sarfaroz Niyozov, explore the effects of the community school program, an alternative, empowering model of education, on students who had participated in this program.Their results are rather surprising in showing the unintended consequences associated with implementing alternative, progressive educational reforms.In our final article, "The centrality of participant voice in illuminating the gender regime in education research using a human capabilities analysis", the author Catherine Vanner examines the use of an alternative analytical framework for researching gender equality: the human capabilities approach.This approach has been used in a number of different educational studies to privilege participant voice and contribute to our understanding of the effects of the gender regime in schools as well as to provide alternative possibilities for creating a more empowered and gender just world.Finally, we are pleased to have two book reviews by Comparative and International Education Society of Canada (CIESC) members in this last issue of the year.Christina Parker reviews Revisiting the Great White North?Reframing Whiteness, privilege, and identity in
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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 | 0.005 | 0.020 |
| Meta-epidemiology (narrow) | 0.004 | 0.001 |
| Meta-epidemiology (broad) | 0.004 | 0.003 |
| Bibliometrics | 0.004 | 0.002 |
| Science and technology studies | 0.004 | 0.003 |
| Scholarly communication | 0.012 | 0.005 |
| Open science | 0.004 | 0.002 |
| Research integrity | 0.012 | 0.016 |
| Insufficient payload (model declined to judge) | 0.081 | 0.054 |
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".