Continuity and Discontinuity between the School and the Family <i>in</i> the Community
Bibliographic record
Abstract
This chapter presents and extends the chapters of the authors in this book by situating them in a classificatory model (Boulanger, 2019) aimed at identifying the epistemological orientations of systemic continuity and discontinuity amidst school, family, and community. This classificatory activity enables nuancing the categories with regard to the specific contributions of the authors. Institutional and political tendency to make the discontinuous continuous— which signals a process leading to forms—is highlighted. The mother of Thomas underlines the importance of learning to read and to write. Referring to the child, she indicates that “this is his job.” MT [Mother of Thomas] begins by underlying the relevance of reading and writing as the main tasks of the school. From this perspective, parents have to educate the behavior while the school needs to instruct children. Here, we can observe the opposite of what the other parents (from the lower social class) suggested about the responsibility of behavior. However, the issue is still based on a complementarity, implying compartmentation and discontinuity, and ending up in controversy concerning who is responsible for what. (Zazzera et al., Chapter 4, this volume, p. 62, emphasis added
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.014 |
| Scholarly communication | 0.006 | 0.005 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.007 | 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".