Bibliographic record
Abstract
Изследването е посветено на проблема за стратегическите фактори в организационната среда на училищните организации. Направен е опит за конкретизиране на тези фактори. В студията се прави кратка характеристика на различните фактори. Библиография: България 2020. Институт за пазарна икономика, 2015. - www.ime.bg - посетен на 11.01.2016. Глоссарий современного образования. Харков, 2014. НУА. Господинов, Д. Организационният контекст и управлението на човешките ресурси в училище. - ГСУ „ Св. Климент Охридски ", Факултет по педагогика, Книга Педагогика, т. 102, 2009. Еничарова, Е. Образователна политика и законодателство. С., 2015. Закон за предучилищното и училищното образование. Захариев, Б., И. Йорданов. Оценка на включването на ромите на пазара на труда чрез общи и специфични за целевата група мерки и програми за заетост, финансирани от ЕС. Институт „Отворено общество“, 2014. - www.osf.bg - посетен на 12.01.2016. Как България може да подобри образованието си? Световна банка - България, 2014 - посетен на 12.01.2016. Национална стратегия на Република България за интегриране на ромите 2012-2020 г. Преброяване на населението 2011 година. Окончателни резултати. Национален статистически институт. - www.nsi.bg - посетен на 10.01.2016. Регионални профили - показатели за развитие 2015 г. Институт за пазарна икономика, 2015 г. - www.irae.bg - посетен на 14.01.2016. Шведовская, А., Т. Загвоздина. Социально-зкономический статус семьи и психическое развитие ребенка: зарубежньгй опит. - Психологическая наука и образовате, 2013, 1. - http://psyjournals.ru/psyedu/2013/nl/58600_full.shtmlp - посетен на 15.01.2016. Bascia, N. The School Context Model: How School Environment Shape Students Opportunities to Learn. University of Toronto, 2014. Branson, C., S. Gross. Handbook of Ethical Educational Leadership. New York, 2014. Routledge. Bulgaria Teachers. SABER Country Report, 2013. - www.worldbank.org Cletus, В., F. Lunenburg, L. Potter. Creating for High-Performing Schools. New York, 2011, Rowman & Littlefield Education. Delaney, J. Educational Policy Studies. Brush Education, 2015. Eulina, M., P. de Carvalho. Rethinking Family - School Relations. New York, 2014, Psychology Press. Glanz, J. Cultural Leadership. Corwin Press, 2006. Handbook of Resilience in Children. Springer, 2013. Handbook of Prosocial Education. 2011 Rowman & Littlefield Education OFSTED Criteria of the Strategic Analysis for School, 2011. - www.boltonlea.org.uk Rizvi, Е, B. Lingard. Globalizing Educational Policy. New York, 2010, Routledge. UNESCO Handbook of Education Policy Analysis and Programming. Vol. 2. UNESCO, 2013. Zajda, J., M. Geo-Jaja. The Politics ofEducation Reforms. Springer, 2010.
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 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 | 0.005 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.004 | 0.008 |
| Scholarly communication | 0.015 | 0.008 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.050 | 0.019 |
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".