Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
Welcome to our final issue as co-editors of Die Unterrichtspraxis. The six articles in this issue cover a wide array of topics from classroom-based research about learner stereotypes, collaboration, and teaching about racism to practical examples of regional language variation, roleplay simulations, and labor migrants in the GDR. Lucian Rothe's study of learner stereotypes about native and non-native speaking teachers of German offers important suggestions related to teaching, teacher training, and program outreach. The study by Emily Groepper highlights the affordances of collaborative dialogues outside of class for advanced-level learners. Yannleon Chen describes an engaging way to help develop beginning- and intermediate-level students' symbolic competence and by teaching about racism using a hip-hop video. An overview of German language variation is presented by Iulia Pittman along with pedagogical materials for teaching dialects at all levels that are aligned with the ACTFL Guidelines. The article by Hyoun- A Joo and Lina Tuschling discusses a role-play simulation designed to advance students' intercultural communicative competence. Nancy Nenno outlines the histories of labor migrants in the GDR and offers a range of texts and assignments for integrating the narratives of Vertragsarbeiter*innen into the curriculum, including a poem by contemporary writer and activist Stefanie-Lahya Aukongo. Looking back over the last six years, we have had the privilege of working with so many inspiring authors and dedicated reviewers, who made collaboration easy and enjoyable. It has been a pleasure to read, review, and edit manuscripts on a broad variety of topics. The 99 articles in our 12 issues have focused on topics including advancing students' language skills and culture knowledge, integrating films and music in the classroom, task- and project-based learning, approaches to teaching literary texts, studies on second language acquisition, curriculum development, outreach, and, more recently, issues of diversity, equity, and inclusion. In addition, we published three special issues on Language Assessment and Proficiency (51.2), Teaching German Studies in a Global Context (52.2), and a cross-over with German Quarterly on German Fairy Tales and Folklore in a Global Context (54.1). There was also a special section on Sustainability and Community Engagement in German Studies (54.2). Each issue was an exciting opportunity for us to learn more about the current scholarship and practice undertaken by our colleagues. While most UP authors are U.S.-based, we had contributors from Austria, Germany, and Switzerland as well as from Canada, Ireland, Egypt, and Israel. In the 12 issues, eight K-12 teachers shared their work along with seven graduate and 22 undergraduate students. We are proud of our accomplishments, which include moving the review process online and reducing time to publication, adding open-access options, connecting with UP authors and reviewers during the annual Kaffeeklatsch, and expanding book reviews to also include software and online materials. We are grateful to AATG for having entrusted us with the editorship of UP, particularly the two Executive Directors during our time, Keith Cothrun and Mike Shaughnessy. Thanks also go to the members of our editorial advisory board, especially those who have served for all six years of our term: Olaf Bärenfänger, Karin Baumgartner, and Marianna Ryshina-Pankova. It was a pleasure working with the book and software review editors past and present – Carol Leibiger, Jonathon Reinhardt, and Daniel Walter. We also appreciate the patience of the journal's compiler, P. J. Thompson, and Wiley's staff, particularly Eric Piper. This journal would not be possible without the wonderful authors and the dedicated reviewers. We are lucky to work with amazing colleagues who willingly give their time to improve and expand the teaching of German in the U.S. and beyond. As we pass over the editorship to our successors Karin Baumgartner and Mat Schulze, we look forward to reading what projects the German teaching community will be working on in the coming years. Vielen Dank und alles Gute!
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.
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 | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,015 | 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 découle