Bibliographic record
Abstract
Disruption as a school-generated problem, John McGuiness and Denise Craggs consultative enhancement of school-based action, Keith Topping consistency management - school and classroom concerns and issues, Delwyn P.Tattum classroom management in the United States - trends and critical issues, Vermon F.Jones the management of agressive behaviour in young children, Alice F.Laing and Maurice Chazan an ethnographic analysis of classroom conflict, Andrew Pollard promoting positive behaviour in the classroom, David A.Lane interpersonal skills and conflict management, Anthony Bowers counselling in the treatment of disruptive pupils, Anthony Bolger social learning approach to the analysis and modification of violent behaviour, Barrie J.Brown psychiatric aspects of problem behaviour - a consultative approach, Derek Steinberg the management of behaviour problems - a local authority response, Anne West, Jean Davies and Andreas Varlaam school discipline plans and the quest for order in American schools, Daniel L.Duke the management of disruptive behaviour in Western Europe, Jean Lawrence, David Steed, and Pamela Young.
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 | 0.000 | 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.045 | 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 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".