Daily Papers

Reinforcement learning (RL) has emerged as a central paradigm for post-training LLM agents, yet its trajectory-level reward signal provides only coarse supervision for long-horizon interaction. On-Policy Self-Distillation (OPSD) complements RL by introducing dense token-level guidance from a teacher branch augmented with privileged context. However, transferring OPSD to multi-turn agents proves problematic: compounding multi-turn instability destabilizes supervision, while skill-conditioned privileged guidance requires asymmetric treatment for negative teacher rejections may arise from imperfect skills retrieval or utilization. We introduce SDAR (Self-Distilled Agentic Reinforcement Learning), which treats OPSD as a gated auxiliary objective while keeping RL as the primary optimization backbone. SDAR maps detached token-level signals into a sigmoid gate, strengthening distillation on teacher-endorsed positive-gap tokens and softly attenuating negative teacher rejections. Across the Qwen2.5 and Qwen3 families on ALFWorld, WebShop, and Search-QA, SDAR substantially improves over GRPO (+9.4% on ALFWorld, +7.0% on Search-QA, +10.2% on WebShop-Acc), avoids the instability of naive GRPO+OPSD, and consistently outperforms hybrid RL--OPSD baselines across model scales.

Source-Free domain adaptive Object Detection (SFOD) aims to transfer a detector (pre-trained on source domain) to new unlabelled target domains. Current SFOD methods typically follow the Mean Teacher framework, where weak-to-strong augmentation provides diverse and sharp contrast for self-supervised learning. However, this augmentation strategy suffers from an inherent problem called crucial semantics loss: Due to random, strong disturbance, strong augmentation is prone to losing typical visual components, hindering cross-domain feature extraction. To address this thus-far ignored limitation, this paper introduces a novel Weak-to-Strong Contrastive Learning (WSCoL) approach. The core idea is to distill semantics lossless knowledge in the weak features (from the weak/teacher branch) to guide the representation learning upon the strong features (from the strong/student branch). To achieve this, we project the original features into a shared space using a mapping network, thereby reducing the bias between the weak and strong features. Meanwhile, a weak features-guided contrastive learning is performed in a weak-to-strong manner alternatively. Specifically, we first conduct an adaptation-aware prototype-guided clustering on the weak features to generate pseudo labels for corresponding strong features matched through proposals. Sequentially, we identify positive-negative samples based on the pseudo labels and perform cross-category contrastive learning on the strong features where an uncertainty estimator encourages adaptive background contrast. Extensive experiments demonstrate that WSCoL yields new state-of-the-art performance, offering a built-in mechanism mitigating crucial semantics loss for traditional Mean Teacher framework. The code and data will be released soon.

The challenge of reducing the size of Large Language Models (LLMs) while maintaining their performance has gained significant attention. However, existing methods, such as model distillation and transfer learning, often fail to achieve high accuracy. To address this limitation, we introduce the Branch-Merge distillation approach, which enhances model compression through two phases: (1) the Branch Phase, where knowledge from a large teacher model is selectively distilled into specialized student models via domain-specific supervised fine-tuning (SFT); And (2) the Merge Phase, where these student models are merged to enable cross-domain knowledge transfer and improve generalization. We validate our distillation approach using DeepSeek-R1 as the teacher and DeepSeek-R1-Distill-Qwen-32B as the student. The resulting merged model, TinyR1-32B-Preview, outperforms its counterpart DeepSeek-R1-Distill-Qwen-32B across multiple benchmarks, including Mathematics (+5.5 points), Coding (+4.4 points) and Science (+2.9 points), while achieving near-equal performance to DeepSeek-R1 on AIME 2024. The Branch-Merge distillation approach provides a scalable solution for creating smaller, high-performing LLMs with reduced computational cost and time.

We focus on the Source Free Object Detection (SFOD) problem, when source data is unavailable during adaptation, and the model must adapt to the unlabeled target domain. In medical imaging, several approaches have leveraged a semi-supervised student-teacher architecture to bridge domain discrepancy. Context imbalance in labeled training data and significant domain shifts between domains can lead to biased teacher models that produce inaccurate pseudolabels, degrading the student model's performance and causing a mode collapse. Class imbalance, particularly when one class significantly outnumbers another, leads to contextual bias. To tackle the problem of context bias and the significant performance drop of the student model in the SFOD setting, we introduce Grounded Teacher (GT) as a standard framework. In this study, we model contextual relationships using a dedicated relational context module and leverage it to mitigate inherent biases in the model. This approach enables us to apply augmentations to closely related classes, across and within domains, enhancing the performance of underrepresented classes while keeping the effect on dominant classes minimal. We further improve the quality of predictions by implementing an expert foundational branch to supervise the student model. We validate the effectiveness of our approach in mitigating context bias under the SFOD setting through experiments on three medical datasets supported by comprehensive ablation studies. All relevant resources, including preprocessed data, trained model weights, and code, are publicly available at this https://github.com/Tajamul21/Grounded_Teacher.

Large reasoning models achieve strong performance on complex tasks through long chain-of-thought (CoT) trajectories, but directly transferring such reasoning processes to smaller models remains challenging. A key difficulty is that not all teacher-generated reasoning trajectories are suitable for student learning. Existing approaches typically rely on post-hoc filtering, selecting trajectories after full generation based on heuristic criteria. However, such methods cannot control the generation process itself and may still produce reasoning paths that lie outside the student's learning capacity. To address this limitation, we propose Gen-SSD (Generation-time Self-Selection Distillation), a student-in-the-loop framework that performs generation-time selection. Instead of passively consuming complete trajectories, the student evaluates candidate continuations during the teacher's sampling process, guiding the expansion of only learnable reasoning paths and enabling early pruning of unhelpful branches. Experiments on mathematical reasoning benchmarks demonstrate that Gen-SSD consistently outperforms standard knowledge distillation and recent baselines, with improvements of around 5.9 points over Standard KD and up to 4.7 points over other baselines. Further analysis shows that Gen-SSD produces more stable and learnable reasoning trajectories, highlighting the importance of incorporating supervision during generation for effective distillation.

The teaching career shares common global characteristics, such as internal promotion, performance evaluation, recruitment of top candidates, continuous training, specialization, and peer learning. This study aims to describe the factors associated with the value placed on the teaching career in Peru. A total of 28217 public school teachers were analyzed using data from the 2020 National Teacher Survey. A variable measuring the "value of the teaching career" was constructed using eight indicators and categorized as low, medium, or high. Another variable, vision of the future, was classified as pessimistic, conformist, or optimistic. This observational, cross-sectional, and analytical study included variables related to in-service training, working conditions, professional recognition, and sociodemographic characteristics. Among the teachers surveyed, 45.8 % expressed an optimistic outlook on the future of the profession, 48 % held a conformist view, and only 6.2 % reported a pessimistic perspective. A generalized linear model revealed that the value placed on the teaching career was significantly associated with male gender (p = 0.002), a professional career (p < 0.001), an optimistic outlook (p = 0.033), and working at the primary level (p < 0.001). It was concluded that Peruvian teachers predominantly hold conformist or optimistic views of their profession. This highlights the need to reinforce merit-based advancement, competency-based training, intrinsic motivation, and ongoing professional development