Advances in Global Education and Research: Volume 4
Bibliographic record
Abstract
This is the fourth volume of the Advances in Global Education and Research Book Series. This volume has the following parts: Part 1: Adult Education Part 2: Curriculum and Instruction Development Part 3: Educational Technology Part 4: Education in Other Specialties Part 5: English as a Second Language Part 6: Global Competence Part 7: Higher Education and Educational Leadership Part 8: Inclusive Education Part 9: International Education Part 10: PreK-12 Part 11: Research Methods in Education ISBN: 978-1-955833-04-2 Adult Education Teaching for knowledge transfer: Best practices from a graduate-level educational psychology distance learning program Bobby Hoffman A study on the teachers’ lifelong learning competences and their reading motivation: Sapanca sample Cigdem Ayanoglu and Nese Guler Curriculum and Instruction Development Intercultural competence in teacher preparation programs in the United States and Canada: A meta-synthesis study Sandra Silva-Enos Teacher perspectives on string music for young musicians Maria Robinson-Cseke and Bernard W. Andrews The performance of elementary preservice student teachers based on interdisciplinary curriculum design Ying-Feng Wang The relationships between instructional clarity, classroom management and mathematics achievement: Mediator role of attitudes towards mathematics Saadet Aylin Yagan Educational Technology Power in the cyberspace using online discussions boards Babak Khoshnevisan and Vahideh Alipour Synchronous sessions during the COVID-19 pandemic: The good, the bad, and the ugly Babak Khoshnevisan and Rabea Alfahad Systematic review of artificial intelligence in higher education (2000-2020) and future research directions Rajat Gera and Priyanka Chadha The effect of authentic task-oriented applications on problem-solving skills in robotic programming teaching Yunus Emre Ozenoglu and Sehnaz Baltaci The learner’s engagement and mobile learning environment: A proposal of an integrated model Zakariya Belkhamza When left to their own devices: Exploring teacher preference for digital learning tools Lergia I. Olivo and Kaitlin C. Alexander Determining the effect of student-content interaction, instructor-student interaction and student-student interaction on online education satisfaction level Birgul Aydin Overarching themes of MOOCs: An integrative literature review Gregory Bunn and Doris Lee Analyzing the students' intention to use online learning system in the context of COVID-19 pandemic: A theory of planned behavior approach Kamel Mouloudj, Ahmed Chemseddine Bouarar, and Karolina Stojczew Education in Other Specialties Challenges affecting teaching-learning processes in multi-grade classes: A comparison of pre-pandemic and peri-pandemic periods Muhammed Safa Akdas and Mahmut Kalman Gender stereotyping in the eyes of preschool teachers and teacher candidates Aysun Dogutas Using mnemonic illustrations in first reading and writing: The case of Turkish alphabet Baris Kalender
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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 | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.006 | 0.010 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.013 | 0.008 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.113 | 0.056 |
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".