Research-practice partnerships and communities of practice for fostering better teaching and learning
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
We report on how a college and university physics-based research-practice partnership (RPP) has flourished in the greater Montreal area. The RPP has fostered bringing discipline content knowledge AND pedagogical knowledge together to design effective instructional innovations. It has co-designed activities and built resources that engage students meaningfully with the physics content (including for waves, optics, and modern physics), and provide evidence of statistically significant learning gains. This partnership has informed the development of a community of practice, Supporting Active Learning & Technological Innovation in Studies of Education (SALTISE), which facilitated the knowledge mobilization. SALTISE infrastructure allows us to share with other instructors, using a peer-to-peer professional development approach. These resources include: 1) a repository of peer-generated teaching and learning materials on the SALTISE website, 2) peer mentoring and support, 3) monthly virtual meetings and information sharing, and 4) a free annual conference that brings together practitioners and researchers. We discuss how this model could be useful for the SPIE community.
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 | 0.003 | 0.002 |
| 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 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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