Notice bibliographique
Résumé
Citation (2016), "List of Contributors", Annual Review of Comparative and International Education 2015 (International Perspectives on Education and Society, Vol. 28), Emerald Group Publishing Limited, Leeds, pp. ix-x. https://doi.org/10.1108/S1479-367920150000028025 Publisher: Emerald Group Publishing Limited Copyright © 2016 Emerald Group Publishing Limited Emily Anderson Pennsylvania State University, State College, PA, USA Laban P. Ayiro Moi University, Eldoret, Kenya Supriya Baily George Mason University, Fairfax, VA, USA Karen L. Biraimah University of Central Florida, Orlando, FL, USA Keene Boikhutso University of Botswana, Gaborone, Botswana Meagan Call-Cummings Indiana University – Bloomington, Bloomington, IN, USA Petrina Davidson Lehigh University, Bethlehem, PA, USA Brian D. Denman University of New England, Armindale, Australia Marcelo Parreira do Amaral University of Münster, Münster, Germany Sothy Eng Lehigh University, Bethlehem, PA, USA Ahmed Ismail Heggi Helwan University, Cairo, Egypt Dobrochna Hildebrandt-Wypych Adam Mickiewicz University, Poznań, Poland Agreement Lathi Jotia University of Botswana, Gaborone, Botswana Hans-Georg Kotthoff University of Education Freiburg, Breisgau, Germany Allyson Krupar Pennsylvania State University, State College, PA, USA Caroline Manion OISE, University of Toronto, Toronto, Canada Anselmo R. Paolone University of Udine, Udine, Italy Esther Prins Pennsylvania State University, State College, PA, USA Stephanie A. Sell University of Oslo, Oslo, Norway Payal Shah University of South Carolina, Columbia, SC, USA Lynette Shultz University of Alberta, Edmonton, Canada Whitney Szmodis Lehigh University, Bethlehem, PA, USA Calley Stevens Taylor Lehigh University, Bethlehem, PA, USA Derrick Tu York University, Toronto, Canada Eliška Walterová Charles University, Prague, Czech Republic Alexander W. Wiseman Lehigh University, Bethlehem, PA, USA Qiang Zha York University, Toronto, Canada Book Chapters Annual Review of Comparative and International Education 2015 International Perspectives on Education and Society Annual Review of Comparative and International Education 2015 Copyright Page List of Contributors Preface Part I: Introduction Building a Foundation for Reflecting on Comparative and International Education: A Synthesis of Published Comparative Education Research Mapping the Purposes of Comparative and International Education Research: A Comparative Study of Four Leading Journals Part II: Comparative education trends and directions Reflecting on Gender and Education Research and Practice in the Field of Comparative and International Education: Past, Present, and Future Understanding the Internationalization of Education and Its Demand for a Business of Knowledge: Emerging Issues and Discussions in Canadian Comparative and International Education Facilitating CIE’s Journey up into the Educational Trenches: A Discussion Essay Comparative Education in Egypt: Trends, Directions, and Aspirations Metaphorical Trajectories of Comparative and International Education Research in the Asia-Pacific Czech Comparative Education: Revitalization, Issues and Trends Comparative Education in an Age of Crisis: Challenges and Opportunities in Contemporary Italy Comparative and International Education in Germany: A Discussion of Current Trends Part III: Conceptual and Methodological Developments Reframing the Center: New Directions in Qualitative Methodology in International Comparative Education Doing Mixed Methods Research in Comparative Education: Some Reflections on the Fit and a Survey of the Literature Part IV: Research-to-Practice Education for Youth at the Borderlands: Developing Comparative and International Education between States Measuring Learning Outcomes in Kenya: Context and Perspectives Part V: Area Studies and Regional Developments Two Worlds Apart in Botswana’s Education System: Lessons from the 2010 Examinations Crisis Stem Learning Achievement among Cambodian Middle School Students: An Examination of Gender and Psychosocial Factors Part VI: Diversification of the Field National–Postnational–Transnational? Changing Conceptualizations of Citizenship in Comparative and International Education Research About the Authors Index
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 | 0,000 | 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) | 0,033 | 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 ».