Bibliographic record
Abstract
Volume 70, Number 1 marks a significant milestone in the existence of the Alberta Journal of Educational Research (AJER)-its 70 th anniversary.During its 70-year history, AJER has faced and overcome challenges, has evolved, and has served as an outstanding vehicle for scholarly research dissemination.When the Alberta Journal of Educational Research came into being, "the vision for educational research in Canada was fresh and exciting" (Hersom, 1980, p. 272).As the oldest active educational journal in Canada and a journal that is not funded through membership dues in a professional/educational organization, AJER has proven its vitality, not just resilience, and has gained its rightful place in the international educational research scene.It is now attracting around 200 submissions a year, representing close to 500 researchers from 40 countries.It is with a distinct sense of honor and a responsibility to the educational research communities worldwide that we, the Editors of the Alberta Journal of Educational Research who have served in this role, celebrate the journal's 70 th anniversary.The current Editor-in-Chief, Dr. Anna Kirova invited all the past Editors whom she could reach to reflect on the development of the journal, as well as their respective roles in it.The five past Editors welcomed the opportunity to do so and submitted their written reflections, which are included in this Editorial.Based on the overall tone and content of the submitted reflections, it appears that we as editors all share Dr. Naomi Hersom's (1980) assessment of the journal's impact on the occasion of AJER's 25 th anniversary, and believe that it holds to this date: "While its editorial policies have developed and changed somewhat, the overall goal of presenting ideas that represent the best in all aspects of educational research has not" (p.263).We also believe that, collectively, we have made our (however modest) contributions to establishing AJER as "a sort of weathercock for directions in the developments taking place in educational research taking place in North America" (Hersom, 1980, p. 268), have continued the tradition of the journal's first 25 years of positioning itself as a place to publish "state of the art in Canadian research on teaching and teacher education" (Hersom, 1980, p. 168), and have expanded considerably its tradition to publish top quality research conducted in over 40 countries.One cannot help but feel a sense of appreciation and deep respect for Drs.Herbert T. Coutts' and George Murray Dunlop's vision for AJER's role in establishing the place of research as a core activity of the Faculty of Education, alongside teaching, in the mid-1950s.Put in the institutional
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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 | 0.019 | 0.057 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.005 | 0.003 |
| Science and technology studies | 0.010 | 0.005 |
| Scholarly communication | 0.030 | 0.018 |
| Open science | 0.003 | 0.007 |
| Research integrity | 0.011 | 0.013 |
| Insufficient payload (model declined to judge) | 0.084 | 0.098 |
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".