Learning to change? : the role of identity and learning careers in adult education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Contents: Barbara Merrill: Introduction: Moving Beyond Access to Learning Careers and Identity - John Field: Learning Transitions in the Adult Life Course: agency, identity and social capital - Michael Tedder/Gert Biesta: What does it take to learn from one's life? Exploring opportunities for biographical learning in the lifecourse - Simon Warren/Sue Webb: Accounting for structure in agency: recursive methodology, social narratives and habitus - Paula Guimaraes/Amelia Vitoria Sancho: Fragments of Adult Educators' Lives: Reflecting on Informal Learning in the Workplace - Rob Evans: Talking of learning ... Auto/biographical narratives of learning and computer-assisted analysis of the language of professional discourse(s) in interviews - Patricia A Gouthro: Understanding Women's Learning Trajectories: Examining Life Histories of Women Learners in Canada - Tamsin Hinton-Smith: Lone parents as HE students: A qualitative email study - Rennie Johnston/Barbara Merrill: Developing Learning Identities for Working Class Adult Students in Higher Education -Nalita James/Bethia McNeil: The Impact of Drama on Young Offenders' Learning Identities and Careers - Peter Alheit: The symbolic power of knowledge. Exclusion mechanisms of the `university habitus' in the German HE system - Ewa Kurantowicz/Adrianna Nizinska: Practicing critical, reflexive and autonomous learning among students of higher education. A Polish case study - Ana Maria Ramalho Correia/Dulce Magalhaes de Sa/Ana Cristina Costa/Anabela Sarmento: Building a Knowledge and Learning Society in Portugal - Adult Students in Technological Schools and Higher Education Institutions - Jan Thorhauge Frederiksen: Grading and Knowledge - a Matrix of Student Identities.
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.
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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 it