Bibliographic record
Abstract
Contents: Shirley R. Steinberg/Joe L. Kincheloe: Smoke and Mirrors: More Than One Way to Be Diverse and Multicultural - Brian C. Johnson: Doing with Film - Paul R. Carr/Darren E. Lund: The Unspoken Color of Diversity: Whiteness, Privilege, and Critical Engagement in Education - Virginia Lea: Unmasking Whiteness in the Teacher Education College Classroom: Critical and Creative Multicultural Practice - Judy Helfand: Teaching Outside Whiteness - Nelson M. Rodriguez: (Still) Making Whiteness Visible: Implications for (Teacher) Education - Russell Bishop: Addressing Diversity: Race, Ethnicity, and Culture in the Classroom - R. Deborah Davis: Minorities vs. Minority Groups: Language Defines, Defiles and Denigrates for Life - Erica Mohan: Putting Multiethnic Students on the Radar: A Case for Greater Consideration of Our Multiethnic Students - Timothy J. Stanley: The Banality of Colonialism: Encountering Artifacts of Genocide and White Supremacy in Vancouver Today - Elizabeth P. Quintero: Young Children and Story: The Path to Transformative Action - Elizabeth J. Meyer: Creating Schools That Value Sexual Diversity - sj Miller: (Dis)Embedding Gender Diversity in the Preservice Classroom - Gerald Walton: Eating Cake: The Paradox of Sexuality as a Counter-Diversity Discourse - Liz Airton: Untangling 'Gender Diversity': Genderism and Its Discontents (i.e., Everyone) - C. P. Gause: Uncovering Truth: In Search of a BMSALA (Black Male Same Affection Loving Academician) - J. Grinberg/J. Price/F. Naiditch: Schooling and Social Class - Curry Stephenson Malott: An Introduction to Social Class and the Division of Labor - Spencer Boudreau: Diversity in Education and the Marginalization of Religion - Christopher Darius Stonebanks/Melanie Stonebanks: Religion and Diversity in Our Classrooms - Ozlem Sensoy: Kill Santa: Religious Diversity and the Winter Holiday Problem - Kathleen S. Berry: Health and Diversity: What Does It Mean for Inclusion and Social Justice? - David J. Connor/Susan Baglieri: Tipping the Scales: Disability Studies Asks How Much Diversity Can You Take? - Linda Ware: The Hegemonic Impulse for Health and Well-Being: A Saga of the Less Well and the Less Worthy - Joe L. Kincheloe: No Short Cuts in Urban Education: Metropedagogy and Diversity - Venus Evans-Winters/Christie Ivie: Lost in the Shuffle: Re-calling a Critical Pedagogy for Urban Girls - Paul Theobald/Wade Herley: Rurality, Locality, and the Diversity Question - Larry Daffin/Gary L. Anderson: Diversity and Educational Leadership: Democratic Equality and the Goals of Schooling - Kmt G. Shockley/Rona M. Frederick: African-Centered Schools as Sites of Hope: Community Building through Culture and School Leadership - Carolyn M. Shields: Administration, Leadership, and Diversity: Reproduction or Transformation?
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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.007 | 0.008 |
| Scholarly communication | 0.010 | 0.009 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.004 | 0.006 |
| Insufficient payload (model declined to judge) | 0.025 | 0.006 |
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".