Bibliographic record
Abstract
Sandra Acker is a sociologist of education who has worked in the United States, Britain and (since 1991) in Canada at Ontario Institute for Studies in Education of the University of Toronto (OISE/UT) as a professor in the Department of Sociology in Education, crossappointed to the Department of Theory and Policy Studies in Education (Higher Education Group). Her research interests focus on gender and education, the teaching profession, and higher education, focusing on careers, change and workplace cultures. Good indications of her past work can be found in her books: Teachers, Gender and Careers; Gendered Education: Sociological Reflections on Women, Teaching and Feminism. She codirected a research project on the thesis supervision of graduate students in education and psychology, and conducted an ethnographic study of teachers’ work in two primary schools. Since coming to Canada, she continues to write up material from those studies, as well as moving on to Canadian-based research. Currently she is the principal investigator of a project called Making a Difference, which involves interviewing academics in the four fields of social work, education, pharmacy and dentistry.
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 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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 0.002 |
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".