Bibliographic record
Abstract
The Early Years-1970s and 80s In the 1970s and 1980s, there was one thing that I could be certain of on the first day with a new class of northern Native students: no one would interrupt my lecture.I had taught Native student teachers from remote areas for over twenty years, and, while I noticed small changes over this time in the people's demeanor and their knowledge about the rest of the world, I marvelled at the stability of the Cree personality.And I stress marvelled because their approach did not fit the "on time, bottom line" system of the western world, and this caused them no end of trouble as they trained to be teachers.Non-Natives have set out to make Aboriginals into westerners since their first encounters.Contact history shows wars, missionary work, bureaucracy, and residential schools designed for assimilation.Indian leaders complied with, and supported, some of these attempts; they were particularly approving of education.Another slimmer chapter of this history is unfolding with the teacher education projects begun in the 1970s by several Canadian universities.The projects have names such as "Project for the Education of Native Students" (PENT) and "Brandon University Northern Teacher Education Program" (BUNTEP).These "access" projects have lower university entry requirements but intend, through supplements to the regular programmes of studies, to have equivalent exit standards.Many elementary school teachers have graduated from these projects, and now teach in Native communities across Canada.It is interesting to note that the Native presence changes the content and structure of the university programs, despite the efforts of educators to keep the courses and course content "by the book."Each class of Native graduates changes the system and the approach of the teachers, bringing to mind Robert Pirsig's observation in his book Lila that it is the
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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; both teacher heads agree on what is shown here.
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".