Bibliographic record
Abstract
Citation (2017), "About the Editors", Espinoza-Herold, M. and Contini, R.M. (Ed.) Living in Two Homes, Emerald Publishing Limited, Bingley, pp. 313-314. https://doi.org/10.1108/978-1-78635-781-620171018 Publisher: Emerald Publishing Limited Copyright © 2017 Emerald Publishing Limited Mariella Espinoza-Herold is Researcher and Professor at Northern Arizona University, USA. She has worked for over 33 years in the areas of language and literacy development, educational equity, bilingualism, and optimal program models for speakers of English as an additional language. She is the main editor of this volume, and has authored books and many research articles in indexed journals in the United States and other international outlets. She has also served as Associate Editor of the National Association for Bilingual Education (NABE) Journal for Research and Practice (NJRP). She has been the recipient of several awards including two Fulbright fellowships that allowed her to investigate educational systems in Japan, China, Scandinavia, and several Western European nations. Dr. Espinoza-Herold’s research work has been highlighted at the Salzburg Seminar in Salzburg, Austria, the European Sociological Association, the Swiss Association of Applied Linguistics, the American Educational Research Association, among others. She received several distinctions from school districts in the state of Arizona for her dedication to improve the educational experience of culturally diverse students. She is a fluent speaker of four languages and has traveled and observed educational programs in over 45 countries. She served at the Board of the NABE. Rina Manuela Contini holds a PhD in Social Sciences and is an Expert in “Welfare Theories and Social Intervention” in the Department of Management & Business Administration at the University of Chieti-Pescara (Italy), she also has previous experience as a Post-Doctoral Research-Fellow “Al.Fo. Project 2012-2013”. Her research is focused on migration, educational policies, interculturality in multiethnic schools, and immigrants educational achievement. Her latest publications include “Intercultural education in Italy and in the United States: The results of a binational inquiry” in Romanian Journal for Multidimensional Education (2015) (with M. Herold), “Transnational-cultural identity among immigrant students in Italy in a globalized era” in Migranti e Territori (Ediesse, 2015) (with M. Herold), “Interculturality and social bonds formation: A case study on immigrant and native preadolescents in Italy” in Procedia: Social & Behavioral Sciences (2014), “New generations and intercultural integration in a multiethnic society” in Procedia: Social & Behavioral Sciences (2013), Nuove generazioni nella società multietnica. Una ricerca nelle scuole d'Abruzzo (FrancoAngeli, 2012). Dr. Contini has participated in many international conferences as a presenter, keynote speaker, and session organizer. She is a member and reviewer for the European Sociological Association and has been a reviewer for the American Educational Research Association. Dr. Contini is on the Editorial and Reviewer’s Board for Global Education Review and Athens Journal of Social Sciences and on the International Editorial Advisory Board of the Romanian Journal for Multidimensional Education, Lumen Social Sciences Journal and Postmodern Openings, and on the Reviewer’s Board for the Journal of Sociology Study and Journal of Modern Education Review. She is also a member of the Advisory Board and a Scientific Consultant for the Lumen Research Center in Social and Humanistic Sciences. Book Chapters Prelims Part I Integration Chapter 1 Mexican Immigrants Integration in the Midwest: A Case Study Chapter 2 Immigrant Entrepreneurship and Mixed Cultural Competencies: Ethnographic Perspectives from Turkish Business People in Germany Chapter 3 Immigrants and Trade Unions in Italy: What Prospects for Mobility and Careers? A Reflection Starting from the Role of Union Delegates Chapter 4 Migrants in Germany: Psychological Well-Being and Integration Chapter 5 From ‘White Australia Policy’ to ‘Multicultural’ Australia: Italian and Other Migrant Settlement in Australia Part II Identity Chapter 6 Kurdish Identity in Turkey and Educational Opportunities in Istanbul: The Case of Young Migrants Chapter 7 Always a Foreigner? Ethnic Identity Construction and Belonging among Youth of Immigrant Origin in Norway Chapter 8 Integrating a New Diaspora: Transnational Events by Brazilians in Japan, the United States, and Europe Chapter 9 Changes in the Personal Networks of Young Immigrants in Sweden Part III Education Chapter 10 School Integration as a Sociological Construct: Measuring Multiethnic Classrooms’ Integration in Italy Chapter 11 Meeting Great Expectations: The Experiences of Minority Students at a Canadian University About the Editors About the Authors Index
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 | 0.005 | 0.034 |
| Meta-epidemiology (narrow) | 0.003 | 0.001 |
| Meta-epidemiology (broad) | 0.003 | 0.002 |
| Bibliometrics | 0.006 | 0.005 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.017 | 0.010 |
| Open science | 0.004 | 0.004 |
| Research integrity | 0.007 | 0.006 |
| Insufficient payload (model declined to judge) | 0.362 | 0.379 |
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; the direct Gemma label and the distilled Codex classifier agree on what is shown here.
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".