Bibliographic record
Abstract
Introduction SECTION ONE: THEORY AND PRACTICE 1. New Institutional Theory and the Weberian Tradition 2. Feminist Approaches to the Sociology of Education in Canada 3. Assessing Pierre Bourdieu's Theoretical Legacies for Feminist Sociology of Education: Culture, Self, and Society 4. Theorizing Anti-Racism 5. Multicultural, Anti-Racist Education, and Black Feminist Pedagogy 6. The Stranger Side of Education: A Dialogue with Psychoanalysis SECTION TWO: PROCESS AND EQUITY 7. Streaming In/For the New Economy 8. School Rules, Bodily Discipline, Embodied Resistance 9. African Canadian Students, Identity, and Diaspora Literacy 10. Rethinking Culture Theory in Aboriginal Education 11. Addressing Homophobia and Heterosexism for all Children in Canadian Schools: A Responsibility of Educational Leaders 12. Class Encounters: Working Class Students at University 13. 'The Future is Female': Mapping Postmodernist Panics over Failing Boys and Over-Successful Girls in the UK and Canada 14. The Road to School Leads Out of Town: Rurality and Schooling in Atlantic Canada SECTION THREE: REFORMS AND CONSEQUENCES 15. Education Governance in Canada, 1900-2003: Trends and Significance 16. British Columbia: Whose Education? What Reform? 17. Painting the Mountain Green: Discourses of Accountability and Critical Practice 18. The Assault of Neo-Liberalism on Education Reform, Restructuring, and Teaching in Ontario Secondary Schools 19. Race, Parents, and the Organization of Education Policy Discourse in Ontario 20. Public Schooling, Public Knowledge, and the Education of Public School Teachers 21. The Privatization of Higher Education in Canada
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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 | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.006 | 0.010 |
| Science and technology studies | 0.016 | 0.030 |
| Scholarly communication | 0.014 | 0.005 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.006 | 0.007 |
| Insufficient payload (model declined to judge) | 0.022 | 0.002 |
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".