Bibliographic record
Abstract
Through the past two decades, Quebecers have borne witness to a ministerial overhaul of their education system that has resulted in the implementation of a new competency-based curriculum - the Quebec Education Program (QEP). This thesis begins with an overview of the historical context of this reform with particular emphasis on the shift from a church-based scholastic system to a largely secular state run model. The progressive foundations of the QEP will be presented through an overview of the historical trends in North American progressivism as well as through a discussion of John Dewey's, William H. Kilpatrick's and Herbert Kohl's educational philosophies in particular. The child-centered, cooperative and interdisciplinary learning environments proposed by these early progressive philosophers and implemented in the QEP will be highlighted with concrete classroom examples. By narrowing the focus of the analysis to the English Language Arts section of the QEP, the progressive elements of curricular implementation as well as the difficulty in incorporating these philosophies within the practice of student evaluation will be discussed. This thesis ends with a call for further research into the effectiveness of the QEP as well as for the formulation of clearly defined evaluation strategies consistent with the principles of progressive education.
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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 | 0.006 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.019 | 0.013 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.006 | 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".