Trends and Issues in Canadian Adult Education Research: An Introduction to the Topic
Bibliographic record
Abstract
The 41st volume of the International Yearbook of Adult Education is dedicated to Canadian Adult Education Research and is edited by Tom Sork as a guest editor and Michael Schemmann. The decision to focus on this topic goes back to the editor's last year's visit as a guest scientist at the University of British Columbia which allowed for several discussions about the current state of Adult Education Research in Canada and Germany. As a consequence, this volume is conceptualized to display the ongoing research of Canadian Adult Education in order to present a folio on which Adult Education Research in other countries can be reflected. As such this volume is meant to exhibit current topics and theoretical and methodological approaches as well as empirical findings which are highly relevant in Canadian Adult Education Research. However, before presenting the concept of this year's volume, we want to give an overview of basic infrastructures and fora of Canadian Adult Education and in that way start off by mapping the field. We will begin with a brief historical overview of the development of Adult Education Research before taking a look at trends and issues over the time. To get an idea of the genesis of research topics over time, we will analyze both the themes of the annual conferences of the Canadian Association for the Study of Adult Education (CASAE) and the topics of the volumes of the Canadian Journal for the Study of Adult Education (CJSAE). Following that step, we will introduce the concept of this volume and give an overview of the contributions before concluding with some remarks by the editor on changes concerning the International Yearbook of Adult Education.
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 | 0.023 | 0.035 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.028 | 0.063 |
| Science and technology studies | 0.016 | 0.014 |
| Scholarly communication | 0.029 | 0.011 |
| Open science | 0.004 | 0.005 |
| Research integrity | 0.008 | 0.009 |
| Insufficient payload (model declined to judge) | 0.008 | 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".