Bibliographic record
Abstract
Abstract This chapter suggests that discursive change in our field of action must be thoughtfully aligned to re-capturing the impact of policy practice as a tool to actualize and structurally renew music educational priorities and practice. In these terms, policy practice moves to be more widely approached as a personal and local practice, rather than distant and overly managerial. Policy practice then functions as a critical contributor and conduit for professional, organizational, and pedagogical activism essential to the realization of more socially just and equity directed practice. Just as significant, although care/ing/filled experiences in education are dependent on intersubjective relations, they also function (and are sustained) through systems and environs often impacted, if not dependent, on policy and governance practice. The chapter suggests that framing care within music education should consider how teacher practice can benefit from policy practice understanding, particularly those framed through notions of agency and solidarity.
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 | 0.013 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.010 | 0.070 |
| Scholarly communication | 0.019 | 0.011 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.006 | 0.008 |
| Insufficient payload (model declined to judge) | 0.010 | 0.002 |
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".