Enfoques de la educación emocional y social en secundaria: análisis comparativo entre Canadá y México
Bibliographic record
Abstract
Today, society is immersed in a context that is constantly changing, where the figures that emerge from it must \nhave personal, social, academic and professional skills in order to develop optimally in a given space. One of the \nareas that benefits society is education, which determines a comprehensive education that emphasizes the \nidentity of the student considering social and emotional elements. However, this peculiarity is in accordance with \nthe needs of the educational system of each country. In this way, the main objective of this comparative analysis \nis to analyze the social and emotional education of the secondary level educational approach (Mexico - Canada), \ntherefore, the central question to which this work refers is: What is the importance of emotional and social \neducation among educational approaches at the secondary level (Mexico - Canada)? Under the assumption that \nthe curricular initiatives for socio-emotional education in both countries, causes the development of social and \nemotional skills in high school students. The research is constituted under the interpretive hermeneutic paradigm, \nof an international nature, with a qualitative methodological design, whose emphasis is the documentary research \nstrategy with a longitudinal exploratory scope. For the purposes of the main sources, it is based on the Ministry \nof Public Education, and the secondary sources refer to articles, reports, and organizations. The results show that \nsocial and emotional skills are in every activity carried out by the human being, and these are of the utmost \nimportance to deal with the various circumstances that arise in life. However, in Mexico it is viewed without \noptimal consideration and in Canada, it is not implemented throughout the country.
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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 | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.005 | 0.008 |
| Science and technology studies | 0.006 | 0.003 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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 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".