Advocacy and reform in support of technical education and vocational training in Canada, 1880--1920
Bibliographic record
Abstract
Technical education and vocational training became an established part of Canadian elementary and secondary schooling during the period of 1880--1920. In light of the growing reality of a new industrial and commercial order for Canada and the world during these four decades, reform of traditional curriculum, which had been directed up to this period only to a limited number of students destined for professional careers, was of critical importance to secure a place for the new nation of Canada in the twentieth century. Using a model of social change developed by Kurt Lewin, this paper examines the key roles played by the Canadian Manufacturers' Association and the Royal Commission on Technical Education and Vocational Education in advocating for such reform and reducing opinions and attitudes of resistance held by federal government leaders as well as vested interest groups within the nation's secondary and post-secondary educational structures.
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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 | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.028 | 0.015 |
| Scholarly communication | 0.006 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 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 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".