Bibliographic record
Abstract
The two volumes of Indian Education in Canada present the first fu11length discussion of this important subject to appear since the adoption in 1973 of a new federal policy moving toward Indian control of Indian education.Volume 1: The Legacy analyzes the history of Indian education since the arrival of Europeans some four centuries ago.This second volume, The Challenge, focuses on the wide-ranging changes which have occurred over the past decade and a half.Indian Education in Canada is designed to facilitate discussion of these crucial developments among teachers and students, educational planners and the general public.The essays, written by both scholars and practitioners, are a combination of analyses, case studies and position statements.Each essay is independently conceived and so can be read either by itself or in conjunction with the introductory overview which sets the contributions in each volume within a broader context.Similarly, the two volumes, although complementary, are self-contained.Almost all of the essays are original, appearing in print for the first time; and, as a group, they take an activist stance favouring Indian control of Indian education.Both volumes deal solely with Indian schooling of children and so do not include Metis or Inuit education or pre-contact and adult education, all subjects demanding separate consideration.We are deeply indebted to the individual authors for their co-operation and enthusiasm.In the case of this second volume we are particularly grateful to the educational practitioners who have put on paper their experiences in implementing Indian control.The support of the Nakoda Institute has been critical for publication, and we want once again to commend them for their continuing support of scholarship advancing Indian culture and quality of life in Canada.For patience and technical skills, we thank our typists:
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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 | 0.001 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.005 | 0.001 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.426 | 0.230 |
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".