Confidence in Crisis: An Investigation of Educational Strategies in a Crisis-Defined System
Bibliographic record
Abstract
In 2016, Ontario’s Ministry of Education unveiled their ‘new’ vision for the purpose of education with the 21st Century Competencies document: to equip students with ‘competencies’ “to solve messy, complex problems” of a “competitive, globally connected, and technologically intensive world” (Ministry of Education, 2016, p. 3). In an effort to unpack the influences of this vision, I track how the standardization movement reshapes the influence of public emotion on the goals and purposes of education in United States and Canada. From this history, I consider why the public remains optimistic about an anxious education system when presented with evidence of its failure, and it further considers the price of this optimism. I conclude with a reflection on the potential of metacognition to not only alleviate anxious relations in education but also encourage truly “critical,” “creative,” and “collaborative” education practices encouraged in the document. (Ministry of Education, 2016, p. 3).
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 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 | 0.000 | 0.000 |
| 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 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 teacher head, 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".