Bibliographic record
Abstract
This chapter shows why comparative analyses of education in plural societies came about so late, explores the different approaches and paradigms adopted by comparativists and examines some of the insights thrown up by comparative studies, especially as these apply to the place of teacher education in plural societies. International education was to a great extent rooted in organizations like UNESCO, concerned with improving international understanding and awareness and of encouraging academic interchange. Education in developing countries on the other hand, was largely concerned with the practical development of education systems in those countries which had gained their independence from colonial rule in the 1940s, 1950s and 1960s. Policies in societies affected by large scale immigration of different groups, such as certain western European countries, Australia and Canada, have varied and developed considerably. Thus, while concern in Australia and England was initially to raise awareness of different groups and to prepare teachers to teach English as a Second/Foreign Language.
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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 | 0.011 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.008 | 0.010 |
| Science and technology studies | 0.007 | 0.036 |
| Scholarly communication | 0.013 | 0.016 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.004 | 0.007 |
| Insufficient payload (model declined to judge) | 0.011 | 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; 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".