Bibliographic record
Abstract
06–300Andrew, 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. 06–301Arnold, 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. 06–302Ballet, 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. 06–303Borg, 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. 06–304Burton, 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. 06–305Curtis, 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. 06–306Day, 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. 06–307Develotte, 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. 06–308Gebhard, 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. 06–309Gordon, 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. 06–310Gorsuch, 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. 06–311Hanson, 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. 06–312Holmes, 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. 06–313Johnson, 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. 06–314Kupetz, 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. 06–315Lloyd, 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. 06–316Lyons, 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. 06–317Napier, 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. 06–318Orland-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. 06–319Orland-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. 06–320Phillips, 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. 06–321Rust, 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. 06–322Schmidt, 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. 06–323Silva, 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. 06–324Sivell, 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. 06–325Somekh, 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. 06–326Stewart, 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. 06–327Tillema, 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
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 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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.003 | 0.002 |
| Insufficient payload (model declined to judge) | 0.666 | 0.566 |
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".