Educational developments, practices and effectiveness: Global perspectives and contexts
Bibliographic record
Abstract
Educational initiatives are continually implemented in order to understand what works in education and why. This book explores a range of such initiatives in Australia, Canada and Switzerland in order to analyse their effectiveness in improving outcomes for learners and teachers, as well as promoting specialised disciplines of knowledge. The first chapter distils a conceptual framework clustered around four elements of educational developments: the institutional focus, educators' professional development and reflective practice, research-based practice and technological impact. The rest of the chapters present case studies concerning enhancing corporate learning; metacognition and co-regulation in online communities of inquiry; supporting university students with disabilities; educational evaluation of teachers' ICT knowledge; using language to achieve schoolwide pedagogical improvement; sustainable engineering education; mathematics education through digital technologies; and the mass media's educational value. © Jennifer Lock, Petrea Redmond, Patrick Alan Danaher 2015.
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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 | 0.013 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.006 | 0.013 |
| Science and technology studies | 0.005 | 0.038 |
| Scholarly communication | 0.025 | 0.016 |
| Open science | 0.001 | 0.011 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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".