Notice bibliographique
Résumé
06–300 Andrew, Michael D. (U New Hampshire, USA), Casey D. Cobb & Peter J. Giampietro, Verbal ability and teacher effectiveness . Journal of Teacher Education (Sage) 56.4 (2005), 343–354. 06–301 Arnold, Nike (U Tennessee, USA; mnarnold@utk.edu ) & Lara Ducate, Future foreign language teachers' social and cgnitive collaboration in an online environment . Language Learning & Technology ( http://llt.msu.edu/intro.html ) 10.1 (2006), 42–66. 06–302 Ballet, Katrijn, Geert Kelchtermans (U Leuven, Belgium) & John Loughran, Beyond intensification towards a scholarship of practice: Analysing changes in teachers' work lives . Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.2 (2006), 209–229. 06–303 Borg, Michaela (Northumbria U, UK; mborg13@yahoo.com ), A case study of the development in pedagogic thinking of a pre-service teacher . TESL-EJ ( www.tesl-ej.org ) 9.2 (2005), 30 pp. 06–304 Burton, Jill (U South Australia; Jill.Burton@unisa.edu.au ), The importance of teachers writing on TESOL . TESL-EJ ( www.tesl-ej.org ) 9.2 (2005), 18 pp. 06–305 Curtis, Andy (Queen's U, Canada; curtisa@post.queensu.ca ) & Margit Szestay, The impact of teacher knowledge seminars: Unpacking reflective practice . TESL-EJ ( www.tesl-ej.org ) 9.2 (2005), 16 pp. 06–306 Day, Christopher, Gordan Stobart, Pam Sammons & Alison Kington (U Nottingham, UK), Variations in the work and lives of teachers: Relative and relational effectiveness . Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.2 (2006), 169–192. 06–307 Develotte, Christine (Ecole Normale Supérieure Lettres et Sciences Humaines, Lyon, France; cdevelotte@ens-lsh.fr ) , Francois Mangenot & Katerina Zourou, Situated creation of multimedia activities for distance learners: Motivational and cultural issues . ReCALL (Cambridge University Press) 17.2 (2005), 229–244. 06–308 Gebhard, Jerry G . (Indiana U Pennsylvania; jgebhard@iup.edu ), Teacher development through exploration: Principles, ways, and examples . TESL-EJ ( www.tesl-ej.org ) 9.2 (2005), 15 pp. 06–309 Gordon, June A. (U California-Santa Cruz, USA), The crumbling pedestal: Changing images of Japanese teachers . Journal of Teacher Education (Sage) 56.5 (2005), 459–470. 06–310 Gorsuch, Greta J. (Texas Technical U, USA; greta.gorsuch@ttu.edu ), Discipline-specific practica for international teaching assistants . English for Specific Purposes (Elsevier) 25.1 (2006), 90–108. 06–311 Hanson, Jane L. (U Iowa, USA; jane-hanson@uiowa.edu ), Svetlana Dembovskaya & Soojung Lee, CALL research archive: How can an online knowledge base further communication among second language professionals? ReCALL (Cambridge University Press) 17.2 (2005), 245–253. 06–312 Holmes, John (U Leeds, UK; j.l.holmes@education.leeds.ac.uk ) & Maria Antonieta Alba Celani, Sustainability and local knowledge: The case of the Brazilian ESP Project 1980–2005 . English for Specific Purposes (Elsevier) 25.1 (2006), 109–122. 06–313 Johnson, Karen (Pennsylvania State U, USA), The sociocultural turn and its challenges to second language teacher education . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 235–257. 06–314 Kupetz, Rita & Birgit Zeigenmeyer (U Hannover, Germany; Rita.Kupetz@anglistik.uni-hannover.de ), Blended learning in a teacher training course: Integrated interactive e-learning and contact learning . ReCALL (Cambridge University Press) 17.2 (2005), 179–196. 06–315 Lloyd, Rosemarie, Considerations in survey design, data analysis and presentation: A guide for ELT practitioners . English in Australia ( www.englishaustralia.com.au ) 22.2 (2005), 25 pp. 06–316 Lyons, Nona (U College Cork, Ireland), Reflective engagement as professional development in the lives of university teachers . Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.2 (2006), 151–168. 06–317 Napier, Jemina (Macquarie U, Australia), Making learning accessible for sign language interpreters: A process of change . Educational Action Research (Oxford, UK) 13.4 (2005), 505–524. 06–318 Orland-Barak, Lily (U Haifa, Israel), Convergent, divergent and parallel dialogues: Knowledge construction in professional conversations . Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.1 (2006), 13–31. 06–319 Orland-Barak, Lily (U Haifa, Israel), Lost in translation: Mentors learning to participate in competing discourses of practice . Journal of Teacher Education (Sage) 56.4 (2005), 355–366. 06–320 Phillips, Rachel & Sandra Hollingsworth (San José State U, USA), From curriculum to activism: A graduate degree program in literacy to develop teachers as leaders for equity through action research . Educational Action Research (Routledge/Taylor & Francis) 13.1 (2005), 85–102. 06–321 Rust, Frances (New York U, USA) & Ellen Meyers, The bright side: Teacher research in the context of educational reform and policy-making . Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.1 (2006), 69–86. 06–322 Schmidt, Clea (U Manitoba, Canada; schmidtc@cc.umanitoba.ca ), From teacher candidates to ESL ambassadors in teacher education . TESL-EJ ( www.tesl-ej.org ) 9.2 (2005), 11 pp. 06–323 Silva, Marimar Da (U Federal de S Catarina, Brazil; marimars@bol.com.br ), Constructing the teaching process from inside out: How pre-service teachers make sense of their perceptions of the teaching of the four skills . TESL-EJ ( www.tesl-ej.org ) 9.2 (2005), 19 pp. 06–324 Sivell, John (Brock U, Canada; jsivell@brocku.ca ), Second language teacher education in Canada: The development of professional standards . TESL-EJ ( www.tesl-ej.org ) 9.2 (2005), 7 pp. 06–325 Somekh, Bridget (Manchester Metropolitan U, UK), Constructing intercultural knowledge and understanding through collaborative action research . Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.1 (2006), 87–106. 06–326 Stewart, Timothy (Kumamoto U, Japan; stewart@kumamoto-u.ac.jp ) & Bill Perry, Interdisciplinary team teaching as a model for teacher development . TESL-EJ ( www.tesl-ej.org ) 9.2 (2005), 17 pp. 06–327 Tillema, Harm (Leiden U, the Netherlands) & Gert Van der Westhuizen (U Johannesburg, South Africa), Knowledge construction in collaborative enquiry among teachers . Teachers and Teaching: Theory and Practice</jats:
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».