Bibliographic record
Abstract
Her entry in The Oxford Dictionary of National Biography describes Susan Isaacs as ‘the greatest influence on British education in the twentieth century.’ Whether or not this claim is justified, there is no doubt that so-called child-centred education became a much more powerful element in educational practice during the twentieth century and that, as far as infant and primary education were concerned, Susan Isaacs was highly influential in producing this change. The 1967 Plowden Report on primary education was largely built on her views. The reaction to extreme progressive views in the fourth quarter of the twentieth century with increasingly prescriptive curricular changes would not have been to her liking. In contrast, the last quarter of the twentieth century saw a strong confirmation in psychoanalytic circles of the Kleinian theory Susan Isaacs had supported. The Tavistock Clinic, with its emphasis on early infancy and the importance of fantasy and play in personality development became the pre-eminent centre for psychoanalytic research and teaching in the UK. However, the major changes in the field of child development that occurred in the later part of the twentieth century, namely the explosion in the application of the neurosciences and genetics owed little or nothing to Susan Isaacs. Further, it cannot be said that she contributed to the growth of interest in studies evaluating the effectiveness of different forms of therapy.
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 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 | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.007 | 0.010 |
| Scholarly communication | 0.010 | 0.006 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.050 | 0.020 |
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".