Advances in Global Education and Research: Volume 5
Bibliographic record
Abstract
This is the fifth volume of the Advances in Global Education and Research Book Series. ISBN 978-1-955833-12-7 The following chapters are included in the the fifth volume of the Advances in Global Education and Research Book Series. Elevating the online learners’ experience by cultivating social presence in the online learning environment Lori Doyle and Tanya M. Tarbutton The role of family in Chinese students’ English language learning and key suggestions Bohui (Hollie) Liu and Jia Wei The World Bank's new approach to human capital model and education Ozlem Kucuk and Cihan Cobanoglu Training in ecological thinking: Narrative practices for educational professionals Cristina Trovato Use of assistive technology by teachers of students with visual impairments: A descriptive analysis Paul M. Ajuwon, Ximena Uribe-Zarain, Phoebe Okungu, Nora Griffin-Shirley, and The Nguyen The impact of in-service training on employees: A research in a bank Ali S. Cetinkaya Chinese international students’ classroom behavioral engagement in Canadian classes: A qualitative study of master’s business students’ silence Bohui (Hollie) Liu and Clayton Smith Preparing effective STEM communicators through focused interventions Sondra M. Miller, Carl F. Siebert, Lindsey Wiggins, and Katherine L. Wright Exploring andragogical content knowledge and the implementation of andragogical principles in literacy facilitation among adult literacy facilitators in Nigeria Emmanuel D. Mabayoje and Sunday A. Itasanmi Fostering ecological awareness and inclusion through narrative pedagogy: Insights from the ‘eco-narrations’ projects Giambattista Bufalino and Gabriella D’Aprile Application of the Hattie and Timperley Power of Feedback Model with graduate teacher education students Judy R. Wilkerson Ethical intelligence: Responsible AI integration in challenge-based learning Seden Dogan Bridging the digital divide in developing and developed countries: A meta-analysis Jessie King and Eric Gotte Navigating education in island spaces: Insights from Italian minor islands Giambattista Bufalino
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 teacher head, 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".