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