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
The cumulative research of Joseph J. Schwab contributed to undergraduate education, Jewish education, and secondary school science reform in addition to curriculum deliberations approached through his “Practical” papers, which were intended to mend the theory-practice divide. Schwab’s contributions to education have resulted in his continuing recognition as a leading curriculum figure. His career path features successes and challenges he faced, most often through the experiences and in the voices of those surrounding him. Six fine-grained exemplars from contemporary international research programs instantiate how Schwab’s scholarship continues to exert a major influence in the field. There are representative projects, chapters, and articles that represent Schwab’s ideas for (a) their currency (2010–2020), (b) their adequacy as Schwab-informed approaches, and (c) their ability to go beyond the simple exchange of research findings, which Schwab abhorred. The exemplars revolve around “The Practical” (Canada, China, Israel), Eros and education (U.S.), acts of teaching (U.S.), and connections among “The Practical,” Confucianism, and the German Didaktik (Singapore, U.K.) in addition to serial interpretation (U.S.). These robust exemplars originate with the research of students of Schwab, students of students of Schwab, national and international research teams and/or those who came to know his contributions and impact through the literature. Why Schwab’s scholarship has not been disseminated comprehensively has to do with its particularity and the challenge of generalizing approaches that were never intended to be prescriptions for large populations. Other obstacles include the fact that Schwab was ahead of his time. He defended what could be learned from practice and practitioners and vehemently opposed straight-laced forms of accountability and outcomes-based research.
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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