Editorials Program Equity and the Status of Technological Education:
Bibliographic record
Abstract
This paper will examine differential treatment issues with respect to programs, particularly the importance and place of technology education in relation to liberal/humanist programs. Is there a subtle but significant bias among school and university educators that needs to be explored or exposed? Are technology programs and, by association, technology educators victims of a subtle but deeply entrenched set of anti-technology values and attitudes held by people, schools, and the community? If such sentiment exists, how universal is this viewpoint and what can be done about it? The premise that schooling and, by association, teacher education, are not neutral in their organization and curriculum content with respect to program equity is one that investigators in a recent teacher development project at The University of Western Ontario (Hansen, 1995) analyzed in their research. The literature is conspicuously vague about the problem. The one exception is Goodson's (1987) writing in which technical education in Britain is analyzed and depicted as too utilitarian to be a mainstream subject in schools. What is found in the literature is expressed in terms of either classism in the schools or program politics. Wotherspoon (1987), for example, suggests that "despite claims for 'democracy,' 'objectivity,' and 'equality of opportunity,' schooling has continued to reinforce a social structure which is highly stratified along class, gender, and racial lines" (p. 2). The idea that some school policies and practices may work against rather than for the betterment of all student groups may seem a radical and absurd one to raise. However, the notion of schools proclaiming "equality for all" but also serving as a screening mechanism which segregates students into less than equal Ronald...
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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 | 0.002 | 0.001 |
| 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 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 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".