Bibliographic record
Abstract
Every occupational group develops its own set of myths. They do this to make their activities more meaningful both to themselves and to the outside world. In effect, the myth fulfills the psychic needs of the individual member of the occupational group by linking his activities to symbols that enhance the worth of his activity. Thus, the nurse or the soldier can transcend the routine and what is often drudgery by identifying with the high ideals of service and patriotism; from this identification they derive meaning and a satisfaction that may not arise out of the actual work experience they are engaged in. The small business man, the minor bureaucratic official and the secretary derive a similar sense of meaning and worth that their demeaning tasks hold by appropriating the symbols of professionalism to themselves. Teachers also have their own set of myths which are ego-enhancing and which, like the other work groups, are only partially grounded in reality. I would like to suggest that the most important myth of teachers both for psychic and social reasons, is that they are professionals.
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 | 0.008 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.084 |
| Scholarly communication | 0.011 | 0.011 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.004 | 0.009 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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".