Pedagogical potential of the career guidance course “Professional career planning” to form pupils and students’ self-determination in the integrated system “school—vocational college”
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
© 2015, Canadian Center of Science and Education. All rights reserved. The article is aimed at revealing pedagogical potential of an elective career guidance course to form pupils and students’ professional self-determination in the integrated system “school—vocational college”. The basic approach to research this problem is an integrative one that causes efficiency of pupils and students’ career guidance work in dual integrated system. The content of career guidance course “Professional Career Planning” developed and presented in this article is aimed at pupils’ professional self-determination formation, consciousness and steady interest in choosing future profession. As for vocational college students, the course is directed towards the students’ choice of their own individual educational and career way, revealing their adaptation abilities to future professional activity. Materials of the article are of value for school and vocational college teachers while organizing and planning career guidance work at the educational institutions.
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 | 0.017 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.005 |
| Science and technology studies | 0.001 | 0.009 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.008 | 0.001 |
| Research integrity | 0.001 | 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