Bibliographic record
Abstract
The use of action research in the field of education in North America was launched over a century ago by key contributors like John Dewey through his theoretical writings on reflective thinking and problem-solving (Dewey, 1910).Dewey argued that educational research should not solely be undertaken by external researchers on behalf of educational practitioners, but that educators needed to lead their own studies and resolve their own problems.Dewey's concept of the scientific method as it applies to educational practice is presented in Democracy and Education (Dewey, 1916).The use of this model still holds immediacy and relevancy for educators in K-12 and postsecondary educational institutions as exemplified by a provoking trio of educational action research projects reported in this issue.Rounding out this issue is a pair of articles that illuminate some new directions being explored by action researchers.The inquiry approaches used by the authors of these articles foreshadow what is coming in the next issue of CJAR which will focus solely on action research and the arts.Arts based research is situated on the very edges of the qualitative research paradigm and is characterized by diverse uses of the arts as the basis for inquiry, action strategizing, knowledge generation, and/or sharing findings.Such approaches to research are becoming more widespread in the social sciences because the arts "allow for deeper research insight, interpretation, meaning making and creative expression, and alternative knowledges and ways of knowing" (Wilson & Flicker, 2014, p. 58).The time then is appropriate to devote some attention to arts-based action research in this issue.I begin by introducing three action research-in-education studies featured in this issue.The first in the trio targets a critical area of concern for faculty teaching at post-secondary institutions in Canada.It is well known that Canadian government authorities have worked hard to attract international students to colleges and universities which has drastically changed the demographics of student populations.Like their colleagues in Canada and abroad, Adam McGregor, Christina Decarie, Wendy Whitehead, and Shelley Aylesworth-Spink worry about the academic success of the growing numbers of international students in their classrooms.In response, this team of faculty teaching in a business program at an Ontario arts and technology college set out to examine the grade disparities between first-year international and domestic students, identify the unique
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 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 | 0.008 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.008 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".