The Ontario Educational Association: transnational networks and curriculum reform in the early twentieth century
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
Originally founded in 1861 as the Teachers’ Association of Canada West (TACW), the Ontario Educational Association (OEA) was a fixture on the education scene in Ontario for one hundred twenty-five years until its dissolution on November 28, 1985. This article traces the early development and maturation of the OEA to focus on its involvement in curriculum reform undertaken by Liberal and Progressive Conservative governments in the early twentieth century. As a non-state entity, the OEA nevertheless had close ties to and received financial support from the state. It regularly advised the Department of Education on matters related to education and contributed to the building of the educational state. The annual conventions of the OEA attracted transnational participation and provided a space for educationists to exchange knowledge as well as form networks and alliances to advance their interests in education. This article locates the formation of OEA as part of the phenomenon of association that Alexis de Tocqueville identified in nineteenth century America. While mid-nineteenth century Ontario was not America, it was nevertheless a liberal capitalist society and the concept of desiring to act in political self-interest for what was deemed good for education and society underlay the creation of the Association. De Tocqueville’s focus on the importance of political associations was linked to understanding the capacity of liberal democracies to govern in the nineteenth century. This approach makes possible to understand the OEA as a site where processes of building and governing the educational state were enacted through association.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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