Bibliographic record
Abstract
Indian education is undergoing rapid change in Canada.Control over education has become a principal concern of Indian communities and is increasingly seen as a critical vehicle for the advancement and empowerment of aboriginal peoples.Native Indian teacher programmes have been established in every region of Canada, as have Native studies programmes in many postsecondary institutions.Indian Education in Canada is designed to facilitate discussion of these crucial developments among teachers and students, educational planners and the general public.Volume 1: The Legacy analyzes the history of Indian education in Canada, while Volume 2: The Challenge focuses on recent developments.The essays in the two volumes, written by both scholars and practitioners, are a combination of analyses, case studies and position statements.Each essay is self-contained and so can be read either by itself or in conjunction with the introductory overview which sets the contributions in each volume within the overall field of Indian education.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.The two volumes deal solely with Indian schooling of children in its broader context, and thus do not include Metis or Inuit education or pre-contact and adult education, all subjects that demand separate consideration.Our greatest debt is to the individual authors for their co-operation and enthusiasm.
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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.007 | 0.001 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.262 | 0.087 |
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".